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Effectiveness of the Mindfulness in Schools Programme: non-randomised controlled feasibility study
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Background: Mindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness among young people. Aims: To assess the acceptability and efficacy of a schools-based universal mindfulness intervention to enhance mental health and well-being. Method: A total of 522 young people aged 12–16 in 12 secondary schools either participated in the Mindfulness in Schools Programme (intervention) or took part in the usual school curriculum (control). Results: Rates of acceptability were high. Relative to the controls, and after adjusting for baseline imbalances, children who participated in the intervention reported fewer depressive symptoms post-treatment (P = 0.004) and at follow-up (P = 0.005) and lower stress (P = 0.05) and greater well-being (P = 0.05) at follow-up. The degree to which students in the intervention group practised the mindfulness skills was associated with better well-being (P<0.001) and less stress (P = 0.03) at 3-month follow-up. Conclusions: The findings provide promising evidence of the programme's acceptability and efficacy.
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“estudios previos demuestran que los efectos se mantienen hasta tres meses post intervención, sin embargo, estas diferencias encontradas se encuentran supeditadas a que los participantes continúen con la práctica una vez finalizada la intervención.”
From Mindfulness y promoción de la salud mental en adolescentes: efectos de una intervención en el contexto educativo (2017) · cites this paper as [18]
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“Específicamente, las intervenciones basadas en mindfulness aplicadas en jóvenes han mostrado reducción de síntomas depresivos 17-19 , síntomas de ansiedad 20-23 y síntomas de estrés 24 , así como aumento de la autoestima 25,26 .”
From Mindfulness y promoción de la salud mental en adolescentes: efectos de una intervención en el contexto educativo (2017) · cites this paper as [18]
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“mindfulness in schools programs are adapted for delivery within school curricula (Kuyken et al. 2013)”
From What defines mindfulness-based programs? The warp and the weft (2017) · cites this paper as Kuyken et al. 2013
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“British and American scholars have found that mindfulness can alleviate students' depressive symptoms (Kuyken et al., 2013) and relieve stress (Wall, 2005) to a certain extent.”
From The influences of mindfulness on high-stakes mathematics test achievement of middle school students (2023) · cites this paper as Kuyken et al., 2013
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“Kuyken et al. 18 , demostraron que la mantención de los efectos a los tres meses, tenía relación con que los alumnos seguían practicando fuera del colegio.”
From Mindfulness y promoción de la salud mental en adolescentes: efectos de una intervención en el contexto educativo (2017) · cites this paper as [18]
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“However, none of neuroscientific studies have explored whether and how brief mindfulness training influences certain psychological features especially social support in college students during the COVID-19 pandemic.”
From Changes in Mental Health and EEG Biomarkers of Undergraduates Under Different Patterns of Mindfulness (2024) · cites this paper as Kuyken et al. 2013
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“We selected .b due to the encouraging data on its efficacy on measures of mental ill health and well-being.15”
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Lo, H. H. M. (2024) · Mindfulness in behavioral health · doi:10.1007/978-3-031-51943-7_4 · Cited by 1
Hickey, G., & Stynes, H. (2024) · Irish Educational Studies · doi:10.1080/03323315.2024.2399563 · Cited by 1
Magalhães, S., Carvalheiras, C., Ribeiro, C., Francisco, C., Mourisco, C., Leal, T., & Limpo, T. (2024) · Education Sciences · doi:10.3390/educsci14111155 · Cited by 1
Metadata
- Authors
- Kuyken, W., Weare, K., Ukoumunne, O. C., Vicary, R., Motton, N., Burnett, R., Cullen, C., Hennelly, S., & Huppert, F.
- Affiliations
- University of Exeter (GB)
- University of Oxford (GB)
- The University of Western Australia (AU)
- Corresponding author
- Kuyken, Willem
- Venue
- British Journal of Psychiatry
- Publisher
- Royal College of Psychiatrists
- Published
- 2013-08
- Volume
- 203
- Issue
- 2
- Pages
- 126-131
- ISSN
- 0007-1250 (ISSN-L)
- 1472-1465
- OpenAlex
- W2163617044
- Cited by
- 427
- References
- 35
- Citations by year
- 2026: 29 · 2025: 29 · 2024: 28 · 2023: 34 · 2022: 28 · 2021: 37 · 2020: 38 · 2019: 52 · 2018: 32 · 2017: 39 · 2016: 35 · 2015: 33 · 2014: 10 · 2013: 2
- FWCI
- 29.60
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- The British Journal of Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Figshare (submittedVersion)
- Open Research Exeter (University of Exeter) (submittedVersion)
- Funders
- Wellcome Trust (104908)
- National Institute for Health and Care Research
- University of Exeter
- National Institutes of Health
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Keywords
- mindfulness, school-based intervention, adolescents, depressive symptoms, stress, well-being, treatment acceptability, feasibility
- MeSH terms
- Adolescent, Awareness, Mental Disorders, Child, Feasibility Studies, Female, Humans, Male, Mental Health, School Health Services, Schools, Stress, Psychological, Students, Treatment Outcome
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