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

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial explores how mindfulness programs can improve well-being for 5th and 6th graders and their teachers. It examines whether these programs enhance social, emotional, and cognitive skills and foster more supportive classroom environments. The trial includes three groups: one where only teachers receive mindfulness training (Mindfulness-based Social and Emotional Learning, or MBSEL, program for educators), another where both teachers and students receive the training (MBSEL program for students), and a comparison group that follows the usual curriculum. Teachers working at least half-time and their students are suitable candidates for this trial. As an unphased trial, this study allows participants to contribute to innovative educational research that could enhance classroom experiences.

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.

What prior data suggests that these mindfulness-based SEL programs are safe for students and teachers?

Research shows that mindfulness-based social and emotional learning (MBSEL) programs are generally safe for both teachers and students. For teachers, studies have found that these programs can significantly reduce emotional exhaustion and improve overall well-being. Teachers who participated in MBSEL activities reported feeling less burnt out.

For students, evidence from past studies suggests that MBSEL programs help lower stress and increase self-awareness. These programs have also been linked to better social skills and overall well-being. No major negative effects have been reported in these studies, making MBSEL a well-accepted approach in schools.

Overall, research supports the safety and potential benefits of MBSEL programs for both teachers and students, with no major concerns about negative effects. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about these mindfulness-based social and emotional learning (MBSEL) programs because they offer a unique approach to enhancing well-being in educational settings. Unlike standard social and emotional learning (SEL) curriculums that can be more generalized, the MBSEL programs specifically integrate mindfulness practices, which can help both educators and students manage stress and improve their emotional health. The dual approach, where educators receive training for themselves and then impart these mindfulness lessons to students, could potentially create a more cohesive and supportive school environment. This innovative method aims to not only improve individual well-being but also enhance the overall classroom experience.

What evidence suggests that this trial's mindfulness programs could be effective for improving well-being?

This trial will evaluate the effectiveness of mindfulness-based social and emotional learning (MBSEL) programs for educators and students. Research has shown that MBSEL programs can greatly improve well-being and social skills. In this trial, some teachers will participate in the MBSEL program for educators, which enhances classroom management and creates a calmer classroom atmosphere. Another group of teachers will implement the MBSEL program for students, which studies suggest can lower stress, increase self-awareness, and improve school performance, particularly in thinking and language skills. These programs aim to make classrooms more caring and cooperative, helping students be kinder to themselves and get along better with others. ^{1 2 6 7 8}

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

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]

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]

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]

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]

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]

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