TY  - JOUR
PY  - 2022//
TI  - Effectiveness of universal school-based mindfulness training compared with normal school provision on teacher mental health and school climate: results of the MYRIAD cluster randomised controlled trial
JO  - Evidence-based mental health
A1  - Kuyken, Willem
A1  - Ball, Susan
A1  - Crane, Catherine
A1  - Ganguli, Poushali
A1  - Jones, Benjamin
A1  - Montero-Marín, Jesus
A1  - Nuthall, Elizabeth
A1  - Raja, Anam
A1  - Taylor, Laura
A1  - Tudor, Kate
A1  - Viner, Russell M.
A1  - Allwood, Matthew
A1  - Aukland, Louise
A1  - Dunning, Darren
A1  - Casey, Tríona
A1  - Dalrymple, Nicola
A1  - Wilde, Katherine De
A1  - Farley, Eleanor-Rose
A1  - Harper, Jennifer
A1  - Hinze, Verena
A1  - Kappelmann, Nils
A1  - Kempnich, Maria
A1  - Lord, Liz
A1  - Medlicott, Emma
A1  - Palmer, Lucy
A1  - Petit, Ariane
A1  - Philips, Alice
A1  - Pryor-Nitsch, Isobel
A1  - Radley, Lucy
A1  - Sonley, Anna
A1  - Shackleford, Jem
A1  - Tickell, Alice
A1  - Team, Myriad
A1  - Blakemore, Sarah-Jayne
A1  - Ukoumunne, Obioha C.
A1  - Greenberg, Mark T.
A1  - Ford, Tamsin
A1  - Dalgleish, Tim
A1  - Byford, Sarah
A1  - Williams, J. Mark G.
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - Background Education is broader than academic teaching. It includes teaching students social-emotional skills both directly and indirectly through a positive school climate.   Objective To evaluate if a universal school-based mindfulness training (SBMT) enhances teacher mental health and school climate.   Methods The My Resilience in Adolescence parallel group, cluster randomised controlled trial (registration: ISRCTN86619085; funding: Wellcome Trust (WT104908/Z/14/Z, WT107496/Z/15/Z)) recruited 85 schools (679 teachers) delivering social and emotional teaching across the UK. Schools (clusters) were randomised 1:1 to either continue this provision (teaching as usual (TAU)) or include universal SBMT. Data on teacher mental health and school climate were collected at prerandomisation, postpersonal mindfulness and SBMT teacher training, after delivering SBMT to students, and at 1-year follow-up.   Finding Schools were recruited in academic years 2016/2017 and 2017/2018. Primary analysis (SBMT: 43 schools/362 teachers; TAU: 41 schools/310 teachers) showed that after delivering SBMT to students, SBMT versus TAU enhanced teachers' mental health (burnout) and school climate. Adjusted standardised mean differences (SBMT minus TAU) were: exhaustion (−0.22; 95% CI −0.38 to −0.05); personal accomplishment (−0.21; −0.41, −0.02); school leadership (0.24; 0.04, 0.44); and respectful climate (0.26; 0.06, 0.47). Effects on burnout were not significant at 1-year follow-up. Effects on school climate were maintained only for respectful climate. No SBMT-related serious adverse events were reported.   Conclusions SBMT supports short-term changes in teacher burnout and school climate. Further work is required to explore how best to sustain improvements.   Clinical implications SBMT has limited effects on teachers' mental and school climate. Innovative approaches to support and preserve teachers' mental health and school climate are needed.<p />  <p>Language: en</p>
LA  - en
SN  - 1362-0347
UR  - http://dx.doi.org/10.1136/ebmental-2022-300424
ID  - ref1
ER  -