Application of an intervention based on mindfulness in secondary education

Plain English summary of protocol

Background and study aims
In the 21st century, schools need to help students develop their social and emotional skills, but there are problems that are negatively affecting the mental health of both students and teachers. Studies show that mindfulness-based interventions (MBIs) can be used to help prevent emotional and behavioral issues in students and teachers. However, there are limitations in the research on MBIs in schools, such as the use of self-report measures and a lack of comparisons with other treatments. Additionally, there are questions about how to implement MBIs more effectively and sustainably in schools, especially in vulnerable communities.

This study aims to address these gaps in research by training teachers in mindfulness and evaluating the impact on both their own mental health and the mental health of their students. The study will use a mix of methods, including a randomized controlled trial, to explore how the teaching and learning process is affected by mindfulness practices. Researchers will also investigate the attitudes of both teachers and students towards mindfulness. The goal is to develop an intervention that is effective, sustainable, and adaptable to the needs of Chilean adolescents, and can be scaled up as a public policy.

Overall, this study focuses on an important topic, especially in light of the pandemic: the mental health and well-being of students and teachers. By identifying effective ways to develop socioemotional skills in schools, the project aims to contribute to the mental health programs and guidelines developed by the Chilean government.

Who can participate?
Students and teachers from all municipal schools that have secondary education and have a vulnerability index of the commune of Valdivia, Chile.

What does the study involve?
Teachers received 8 weeks of mindfulness training adapted for schools. Afterwards, they were randomly assigned to receive either mindfulness teacher training or pedagogical planning training. They then received a refresh and enabling training. Finally, teachers made their pedagogical planning for the whole semester focused on the training provided and delivered teaching for 12 weeks over a period of 6 months.

What are the possible benefits and risks of participating?
The participation does not imply physical or psychological risks, except the possibility of feeling uncomfortable when answering some questions from the questionnaires or from the researchers.
The participants will receive training in mindfulness skills at no cost, which can help them, for example, to manage stress and relate better to other people and themselves as well as the environment.

Where is the study run from?
Universidad Austral de Chile (Chile)

When is the study starting and how long is it expected to run for?
June 2021 to March 2026

Who is funding the study?
Agencia Nacional de Investigación y Desarrollo (Chile)

Who is the main contact?
Dr Alvaro Langer, alvaro.langer@gmail.com

Contact information

Dr Álvaro Ignacio Langer Herrera
Principal Investigator

Independencia 642
Valdivia
-
Chile

ORCID ID	0000-0003-2983-5274
Phone	+56 956693284
Email	alvaro.langer@gmail.com

Study information

Eligibility

Locations

Countries of recruitment

• Chile

Study participating centres

Sponsor information

Funders

Funder type

Government

Results and Publications

Editorial Notes

08/06/2023: The following changes were made to the trial record:
1. The interventions were changed.
2. The contact email was changed.
05/05/2023: Trial's existence confirmed by Ethics Committee of Universidad Austral de Chile.