Mindfulness Programs for Well-being

(WIST Trial)

Overseen By Marsha J Kitil, PhD

Age: Any Age

Sex: Any

Trial Phase: Academic

Sponsor: University of Illinois at Chicago

Disqualifiers: Part-time teachers, substitute teachers, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: Unknown

405 Participants Needed

What You Need to Know Before You Apply

What is the purpose of this trial?

The goal of this randomized trial is to test the effectiveness of two universal classroom-based mindfulness social and emotional learning (SEL) programs (one for students and one for teachers) by examining behavioral outcomes on 5th and 6th grade students and their teachers. The main questions it aims to answer are: * What are the singular and combined effects of a mindfulness-based SEL education programs for teachers and their students on the development of students' and their teachers' social, emotional, and cognitive competence, and well-being? * Can mindfulness-based SEL education programs for students and teachers foster the creation of caring, inclusive, equitable, and collaborative classroom contexts? * Can mindfulness-based SEL education programs support the development of students' and teachers' prosocial attitudes, mindsets that positively impact student learning? * Are the effects durable beyond the end of the programs with regard to the singular and combined mindfulness-based SEL interventions? A total of 24 classrooms will be randomized into one of three study conditions: 1. Mindfulness SEL program for Educators only 2. Mindfulness SEL program for Educators and Mindfulness SEL program for Students in combination, and 3. "Business as usual" (comparison groups in which regular classroom SEL curricula is implemented). Data will be obtained via multiple objective and subjective methods (e.g., self- and teacher-reports, peer behavioral assessments) from different sources (e.g., self-, peer-, and teacher-reports). Data will also be collected to monitor implementation of the two programs. To explore the ways in which these two programs impact student, teacher, and classroom outcomes, data will be analyzed to compare students and teachers in the three conditions. In Phase One (year one), the investigators will conduct an experimental "outcome" study to examine the singular and combined effects of the two programs by comparing pre-test and post-test measures across the three conditions. In Phase Two (year two), the investigators will conduct a six-month follow up with those teachers and students who participated in Phase One in order to determine the degree to which the program effects are durable after the program has ended.

Do I need to stop my current medications to join the trial?

The trial protocol does not specify whether participants need to stop taking their current medications.

Is the Mindfulness-Based Social and Emotional Learning (MBSEL) program safe for humans?

Research on mindfulness-based programs, including those for educators and students, suggests they are generally safe for humans. These programs are widely implemented in various settings like schools and healthcare, focusing on reducing stress and improving emotional well-being without significant safety concerns. ^{1 2 3 4 5}

How is the Mindfulness-based social and emotional learning (MBSEL) program unique compared to other treatments for well-being?

The MBSEL program is unique because it integrates mindfulness practices specifically within the educational context, targeting both educators and students to enhance social and emotional learning (SEL). This approach is novel as it combines mindfulness with SEL, aiming to improve well-being by fostering emotional regulation and resilience in a school setting, which is different from traditional mindfulness programs that may not focus on educational environments. ^{1 2 6 7 8}

What data supports the effectiveness of the treatment Mindfulness-based social and emotional learning (MBSEL) program for educators and students?

Research suggests that mindfulness-based programs in schools can improve psychological health, reduce stress, anxiety, and depression, and enhance socio-emotional skills and attention in children and adolescents. Additionally, mindfulness interventions have shown positive effects on psychological well-being in various settings, indicating potential benefits for educators and students. ^{2 9 10 11 12}

Who Is on the Research Team?

Kimberly A Schonert-Reichl, PhD

Principal Investigator

University of Illinois at Chicago

Are You a Good Fit for This Trial?

This trial is for full-time and half-time 5th and 6th grade teachers, along with their students. It's not open to part-time or substitute teachers, school counselors, administrators, or other school staff.

Inclusion Criteria

I am a 5th or 6th grade teacher working at least half-time.

Exclusion Criteria

I am a substitute teacher.

I am a member of the school staff.

Part-time teachers (less than .5 full time equivalent)

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Phase One: Intervention

Implementation of the MBSEL programs for educators and students, including training and classroom activities

14 weeks

Weekly sessions

Phase Two: Follow-up

Six-month follow-up to assess the durability of program effects on teachers and students

6 months

What Are the Treatments Tested in This Trial?

Interventions

• Mindfulness-based social and emotional learning (MBSEL) program for educators
• Mindfulness-based social and emotional learning (MBSEL) program for students

Trial Overview The study tests mindfulness-based social and emotional learning programs designed separately for students and educators. The aim is to see if these programs improve well-being, social skills, stress management among others. Classrooms are randomly assigned to educator-only training, both student and educator training, or a control group with standard SEL curricula.

How Is the Trial Designed?

Group I: MBSEL program for educators and MBSEL program for students Experimental Treatment 2 Interventions

Teachers randomized to this arm will first receive training in a mindfulness-based social and emotional learning (MBSEL) program designed specifically for educators and will complete the program on their own outside the classroom. Following, they will receive training for implementing an MBSEL program for their students, and then they implement weekly lessons of this program in their classroom to their students.

Group II: MBSEL program for educators Experimental Treatment 1 Intervention

Teachers randomized to this arm will receive a mindfulness-based social and emotional learning (MBSEL) program for educators training outside the classroom. These teachers will continue to teach their regular "business as usual" social and emotional learning (SEL) curriculum in the classroom. Note: In the school district where this research study is being conducted, every teacher is required to allot at least one 50-min class period to implementing SEL programs and/or practices, and to embed SEL activities and practices throughout the school day.

Group III: Comparison "Business as Usual" Active Control 1 Intervention

Teachers randomized to this arm will teach their regular "business as usual" social and emotional learning (SEL) curriculum to their student in the classroom. Note: In the school district where this research study is being conducted, every teacher is required to allot at least one 50-min class period to implementing SEL programs and/or practices, and to embed SEL activities and practices throughout the school day.

Who Is Running the Clinical Trial?

University of Illinois at Chicago

Lead Sponsor

Trials

653

Recruited

1,574,000+

Published Research Related to This Trial

Mindfulness-based interventions (MBI) show promising effects on psychological health in children and adolescents, particularly in reducing stress, anxiety, and depression, as well as improving executive functions and socio-emotional skills.

Despite the encouraging results, there is a strong need for more rigorously designed studies to validate the efficacy of MBI before implementing these programs widely in school and clinical settings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

[Mindfulness based interventions for children and adolescents]. Hà-Vinh Leuchter, R., Siffredi, V., Magnus Smith, M., et al.[2020]

The modified mindfulness-based stress reduction (MBSR) program for breast cancer patients showed promising effects on reducing psychological distress and improving quality of life, with significant improvements noted in distress, general wellbeing, and fatigue-related quality of life after 8 weeks.

Although the study did not meet its feasibility goals for enrollment and retention, 66.7% of participants completed at least 7 out of 8 sessions, indicating potential interest and benefit in mindfulness interventions for cancer recovery in this population.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Prospective feasibility study of a mindfulness-based program for breast cancer patients in the southeastern US. Salvador, C., Mark, P., Hoenemeyer, T., et al.[2022]

The author provides a personal account of the development of mindfulness-based stress reduction (MBSR) teacher education at the University of Massachusetts Medical School, highlighting the foundational principles that shaped the Oasis Institute.

The narrative emphasizes how the educational trajectory and pedagogy of the Oasis Institute were influenced by the experiences and intentions of its founder, reflecting the importance of personal experience in shaping effective mindfulness education.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Building an ark: creating a vessel for the education of MBSR teachers. Santorelli, SF.[2020]

Many mindfulness-based programs in K-12 schools, such as Inner Explorer and Mindful Schools, lack substantial research backing their effectiveness, despite being widely implemented.

The review highlights the need for more rigorous evaluations of these programs to assess their feasibility, acceptability, and overall impact on students' well-being, encouraging collaboration among researchers and educators.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES. Semple, RJ., Droutman, V., Reid, BA.[2019]

The Mindfulness-Based Emotional Balance (MBEB) program showed promise for improving the well-being and teaching practices of early elementary teachers, with 58% reporting personal and professional benefits after participating in a 27.5-hour program.

Teachers demonstrated significant improvements in skills and mindsets, with effect sizes ranging from small to large (|d| = 0.30 to 0.83), indicating that mindfulness training can positively impact their occupational health and effectiveness in the classroom.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Results from a pre-post, uncontrolled pilot study of a mindfulness-based program for early elementary school teachers. Braun, SS., Roeser, RW., Mashburn, AJ.[2020]

An abbreviated Mindfulness-Based Stress Reduction (MBSR) program consisting of 6 weekly 75-minute sessions can effectively be implemented during staff lunch breaks, making it a practical training option for healthcare providers and clinic staff.

This adapted MBSR program is not only feasible but also well-accepted, suggesting it could enhance the well-being of healthcare workers in a workplace setting.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Mindfulness-Based Stress Reduction for Health Care Staff: Expanding Holistic Nursing Paradigms to the Whole System. Hazlett-Stevens, H.[2021]

Citations

1. United States pubmed.ncbi.nlm.nih.gov

Mindfulness in practice: considerations for implementation of mindfulness-based programming for adolescents in school contexts. [2022]

2. England pubmed.ncbi.nlm.nih.gov

Promoting psychological well-being in preschool children: study protocol for a randomized controlled trial of a mindfulness- and yoga-based socio-emotional learning intervention. [2023]

3. Switzerland pubmed.ncbi.nlm.nih.gov

Mindful Learning: A Case Study of Langerian Mindfulness in Schools. [2020]

4. Switzerland pubmed.ncbi.nlm.nih.gov

[Mindfulness based interventions for children and adolescents]. [2020]

5. England pubmed.ncbi.nlm.nih.gov

Prospective feasibility study of a mindfulness-based program for breast cancer patients in the southeastern US. [2022]

6. England pubmed.ncbi.nlm.nih.gov

What defines mindfulness-based programs? The warp and the weft. [2022]

7. Netherlands pubmed.ncbi.nlm.nih.gov

Building an ark: creating a vessel for the education of MBSR teachers. [2020]

8. United States pubmed.ncbi.nlm.nih.gov

Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes. [2022]

9. United States pubmed.ncbi.nlm.nih.gov

Effects of Mindfulness-Based Stress Reduction on Health and Social Care Education: a Cohort-Controlled Study. [2022]

10. United States pubmed.ncbi.nlm.nih.gov

MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES. [2019]

11. England pubmed.ncbi.nlm.nih.gov

Results from a pre-post, uncontrolled pilot study of a mindfulness-based program for early elementary school teachers. [2020]

12. United States pubmed.ncbi.nlm.nih.gov

Mindfulness-Based Stress Reduction for Health Care Staff: Expanding Holistic Nursing Paradigms to the Whole System. [2021]