Healthy Learning Mind - Effectiveness of a mindfulness program on mental health compared to a relaxation program and teaching as usual in schools: a cluster-randomised controlled trial

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Volanen , S-M , Lassander , M , Hankonen , N , Santalahti , P , Hintsanen , M , Simonsen , N , Raevuori , A , Mullola , S , Vahlberg , T , But , A & Suominen , S 2020 , ' Healthy Learning Mind - Effectiveness of a mindfulness program on mental health compared to a relaxation program and teaching as usual in schools: a cluster-randomised controlled trial ' , Journal of Affective Disorders , vol. 260 , pp. 660-669 . https://doi.org/10.1016/j.jad.2019.08.087

Title: Healthy Learning Mind - Effectiveness of a mindfulness program on mental health compared to a relaxation program and teaching as usual in schools: a cluster-randomised controlled trial
Author: Volanen, S-M.; Lassander, M.; Hankonen, N.; Santalahti, P.; Hintsanen, M.; Simonsen, N.; Raevuori, A.; Mullola, S.; Vahlberg, T.; But, A.; Suominen, S.
Contributor organization: Clinicum
Department of Public Health
University of Helsinki
Doctoral Programme in Cognition, Learning, Instruction and Communication
Social Psychology
Department of Social Research (2010-2017)
Research Group of Nelli Hankonen
University Management
Doctoral Programme in Social Sciences
Staff Services
Nuorisopsykiatria
Department of Psychiatry
HUS Psychiatry
Department of Education
Date: 2020-01-01
Language: eng
Number of pages: 10
Belongs to series: Journal of Affective Disorders
ISSN: 0165-0327
DOI: https://doi.org/10.1016/j.jad.2019.08.087
URI: http://hdl.handle.net/10138/306826
Abstract: Background Mindfulness-Based Interventions (MBIs) have shown promising effects on mental health among children and adolescents, but high-quality studies examining the topic are lacking. The present study assessed the effects of MBI on mental health in school-setting in an extensive randomised controlled trial. Methods Finnish school children and adolescents (N=3519), aged 12-15 years (6th to 8th graders), from 56 schools were randomized into a 9 week MBI group, and control groups with a relaxation program or teaching as usual. The primary outcomes were resilience, socio-emotional functioning, and depressive symptoms at baseline, at completion of the programs at 9 weeks (T9), and at follow-up at 26 weeks (T26). Results Overall, mindfulness did not show more beneficial effects on the primary outcomes compared to the controls except for resilience for which a positive intervention effect was found at T9 in all participants (β=1.18, SE 0.57, p=0.04) as compared to the relaxation group. In addition, in gender and grade related analyses, MBI lowered depressive symptoms in girls at T26 (β=-0.49, SE 0.21, p=0.02) and improved socio-emotional functioning at T9(β=-1.37, SE 0.69, p=0.049) and at T26 (β=-1.71, SE 0.73, p=0.02) among 7th graders as compared to relaxation. Limitations The inactive control group was smaller than the intervention and active control groups, reducing statistical power. Conclusions A short 9-week MBI in school-setting provides slight benefits over a relaxation program and teaching as usual. Future research should investigate whether embedding regular mindfulness-based practice in curriculums could intensify the effects.
Subject: School-based intervention
Mindfulness
Mental Health Promotion
Randomized Controlled Trial
PSYCHOMETRIC PROPERTIES
METAANALYSIS
ADOLESCENCE
Randomized controlled trial
STRENGTHS
TRANSITION
INTERVENTIONS
RUMINATION
BECK DEPRESSION INVENTORY
SEX-DIFFERENCES
Mental health promotion
STRESS REDUCTION
516 Educational sciences
515 Psychology
3112 Neurosciences
3124 Neurology and psychiatry
Peer reviewed: Yes
Rights: cc_by_nc_nd
Usage restriction: openAccess
Self-archived version: publishedVersion


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