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Does mindfulness-based intervention in school-setting improve mental health in one-year follow-up?

BACKGROUND: Mindfulness-based interventions (MBI) have shown promising results on students’ well-being in several countries, including Finland. However, less is known of the long-term effects of MBIs. We investigated the effects of MBI on mental health in school-setting in a one-year follow-up in an...

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Autores principales: Volanen, S-M, Hintsanen, M, Simonsen, N, Vahlberg, T
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Oxford University Press 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10595807/
http://dx.doi.org/10.1093/eurpub/ckad160.626
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author Volanen, S-M
Hintsanen, M
Simonsen, N
Vahlberg, T
author_facet Volanen, S-M
Hintsanen, M
Simonsen, N
Vahlberg, T
author_sort Volanen, S-M
collection PubMed
description BACKGROUND: Mindfulness-based interventions (MBI) have shown promising results on students’ well-being in several countries, including Finland. However, less is known of the long-term effects of MBIs. We investigated the effects of MBI on mental health in school-setting in a one-year follow-up in an extensive randomized controlled trial Healthy Learning Mind. METHODS: Finnish pupils (Intervention group N = 542, active control group N = 557) aged 12-15 years were randomized into a 9 week MBI group, and a control group with a relaxation program. The primary outcomes were resilience (RS14), socio-emotional functioning (SDQ), and depressive symptoms (RBDI) at baseline, and at follow-up at 52 weeks (T52). Analyses were done with multilevel linear models. RESULTS: Positive intervention effect was found for socio-emotional functioning between intervention and active control group (Group×Time β=−0.866, p = 0.014). Socio-emotional functioning remained same in the intervention group (β = 0.338, p = 0.178) whereas difficulties increased in the active control group (β = 1.205, p < 0.001). Mindfulness did not show effects on the resilience (p = 0.303) or depressive symptoms (p = 0.925). In an additional exploratory analysis, among the students who had continued practicing mindfulness at least once a week (n = 45) compared to the all pupils in the active control group, no significant differences were found in resilience (p = 0.197), socio-emotional functioning (p = 0.186), or depressive symptoms (p = 0.802). However, although not significant, those 45 pupils, who continued mindfulness practices at least once a week scored systematically better on resilience and socio-emotional functioning compared to active controls. CONCLUSIONS: Short 9-week MBI in school-setting provides slight benefits for socio-emotional functioning in one- year follow-up. Since only 45 pupils continued independent practice for one year, it is difficult to reliably appraise the long-term benefits of MBI in school-setting. KEY MESSAGES: • We need more information on the type of support pupils need to keep up practice. The low number of pupils who keep up practicing hampers better understanding of the long-term effects of MBIs. • The MBI effectiveness research in school settings would benefit from behavioral science perspective.
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spelling pubmed-105958072023-10-25 Does mindfulness-based intervention in school-setting improve mental health in one-year follow-up? Volanen, S-M Hintsanen, M Simonsen, N Vahlberg, T Eur J Public Health Parallel Programme BACKGROUND: Mindfulness-based interventions (MBI) have shown promising results on students’ well-being in several countries, including Finland. However, less is known of the long-term effects of MBIs. We investigated the effects of MBI on mental health in school-setting in a one-year follow-up in an extensive randomized controlled trial Healthy Learning Mind. METHODS: Finnish pupils (Intervention group N = 542, active control group N = 557) aged 12-15 years were randomized into a 9 week MBI group, and a control group with a relaxation program. The primary outcomes were resilience (RS14), socio-emotional functioning (SDQ), and depressive symptoms (RBDI) at baseline, and at follow-up at 52 weeks (T52). Analyses were done with multilevel linear models. RESULTS: Positive intervention effect was found for socio-emotional functioning between intervention and active control group (Group×Time β=−0.866, p = 0.014). Socio-emotional functioning remained same in the intervention group (β = 0.338, p = 0.178) whereas difficulties increased in the active control group (β = 1.205, p < 0.001). Mindfulness did not show effects on the resilience (p = 0.303) or depressive symptoms (p = 0.925). In an additional exploratory analysis, among the students who had continued practicing mindfulness at least once a week (n = 45) compared to the all pupils in the active control group, no significant differences were found in resilience (p = 0.197), socio-emotional functioning (p = 0.186), or depressive symptoms (p = 0.802). However, although not significant, those 45 pupils, who continued mindfulness practices at least once a week scored systematically better on resilience and socio-emotional functioning compared to active controls. CONCLUSIONS: Short 9-week MBI in school-setting provides slight benefits for socio-emotional functioning in one- year follow-up. Since only 45 pupils continued independent practice for one year, it is difficult to reliably appraise the long-term benefits of MBI in school-setting. KEY MESSAGES: • We need more information on the type of support pupils need to keep up practice. The low number of pupils who keep up practicing hampers better understanding of the long-term effects of MBIs. • The MBI effectiveness research in school settings would benefit from behavioral science perspective. Oxford University Press 2023-10-24 /pmc/articles/PMC10595807/ http://dx.doi.org/10.1093/eurpub/ckad160.626 Text en © The Author(s) 2023. Published by Oxford University Press on behalf of the European Public Health Association. https://creativecommons.org/licenses/by-nc/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited. For commercial re-use, please contact journals.permissions@oup.com
spellingShingle Parallel Programme
Volanen, S-M
Hintsanen, M
Simonsen, N
Vahlberg, T
Does mindfulness-based intervention in school-setting improve mental health in one-year follow-up?
title Does mindfulness-based intervention in school-setting improve mental health in one-year follow-up?
title_full Does mindfulness-based intervention in school-setting improve mental health in one-year follow-up?
title_fullStr Does mindfulness-based intervention in school-setting improve mental health in one-year follow-up?
title_full_unstemmed Does mindfulness-based intervention in school-setting improve mental health in one-year follow-up?
title_short Does mindfulness-based intervention in school-setting improve mental health in one-year follow-up?
title_sort does mindfulness-based intervention in school-setting improve mental health in one-year follow-up?
topic Parallel Programme
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10595807/
http://dx.doi.org/10.1093/eurpub/ckad160.626
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