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

Show full item record

Permalink

http://hdl.handle.net/10138/306826

Citation

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: University of Helsinki, Clinicum
University of Helsinki, Doctoral Programme in Psychology, Learning and Communication
University of Helsinki, Social Psychology
University of Helsinki, University Management
University of Helsinki, Clinicum
University of Helsinki, Staff Services
University of Helsinki, Department of Education
University of Helsinki, Department of Public Health
Date: 2020-01-01
Number of pages: 10
Belongs to series: Journal of Affective Disorders
ISSN: 0165-0327
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
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
1_s2.0_S0165032719316696_main.pdf 511.5Kb PDF View/Open
1_s2.0_S0165032719316696_main.pdf 1.013Mb PDF View/Open

This item appears in the following Collection(s)

Show full item record