Mindfulness won’t solve the youth mental health crisis, a new MYRIAD study suggests.
sponsored by Wellcome, was prompted by previous research suggesting that mindfulness training can help both teachers' and students' mental health. However design flaws and too few participants undermined the findings of most of these studies, even though many schools were experimenting with it, said the MYRIAD trial researchers.
Over 100 investigators were involved in the project, led by the Universities of Oxford and Cambridge, which included 28,000 children aged 11-14 taught by 650 teachers in 100 secondary schools – giving about 20 million data points. A range of different studies was performed.A survey of mental health and wellbeing in 26,885 11-14 year olds in 85 schools across the UK revealed that:
As currently taught in secondary schools, SEL aims to develop the self-awareness, self-control, and interpersonal skills that young teens need for school, work, and personal life. In another study, 460 11-16 year olds who had previously been randomly assigned to either mindfulness training or to a matched study skills curriculum were monitored in the midst of the pandemic to see whether mindfulness training had enabled them to stave off worsening mental health. There was no evidence that it had been any more protective than study skills training.
Children’s views of the intervention were very mixed; many did not practice at all outside the classroom, and those children didn’t do as well There are more children who are struggling, despite the investments in school mental health teams: "Those investments are being swamped by the increased number of young people who need help.
"If you want to develop an intervention in schools aimed at improving resilience and wellbeing in young people", she said, "a one-size-fits-all program possibly just won’t work" – something she believes applies also in the context of general education in the UK. Study co-lead Dr Tim Dalgleish, director of the Cambridge Centre for Affective Disorders at the University of Cambridge, concurred: "For policy-makers, it’s not just about coming up with a great intervention to teach young people to deal with their stress, you also have to think: where is the stress coming from? Are there policies that we could introduce that will reduce the stress?"
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