Evidence map›Paper›PMID 35820993›Full record

ArticleEvidence-based mental health2022

School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial?

Jesus Montero-Marin, Matthew Allwood, Susan Ball, Catherine Crane, Katherine De Wilde, Verena Hinze, Benjamin Jones, Liz Lord, Elizabeth Nuthall, Anam Raja and 11 more

Open access · hybridAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Evidence-based mental health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 67 papers, 5 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
67citing papers in PubMed, 5 pooled it
31.7field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

67 citing papers in PubMed, 5 syntheses or guidelines pooled it, 176 citations in OpenAlex.

  1. Pooled it
  2. Pooled it
  3. Pooled it
  4. Pooled it
  5. Pooled it
  6. Trial
  7. Trial
  8. Trial
  9. Trial
  10. Trial
  11. Trial
  12. Trial
  13. Trial
  14. Article
  15. Article
  16. Article
  17. Article
  18. Review
  19. Review
  20. Article

7 more citing papers are in PubMed but not listed here.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

21 authors at 6 institutions in 3 countries.

Jesus Montero-MarinDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.ORCID http://orcid.org/0000-0001-5677-1662
Matthew AllwoodDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
Susan BallNIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK.ORCID http://orcid.org/0000-0002-9937-4832
Catherine CraneDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
Katherine De WildeDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
Verena HinzeDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
Benjamin JonesNIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK.
Liz LordDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
Elizabeth NuthallDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
Anam RajaDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
Laura TaylorDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
Kate TudorDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
MYRIAD Team
Sarah-Jayne BlakemoreDepartment of Psychology, University of Cambridge, Cambridge, UK.
Sarah ByfordKing's College London, King's Health Economics, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, UK.
Tim DalgleishMedical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK.
Tamsin FordDepartment of Psychiatry, University of Cambridge, Cambridge, UK.
Mark T GreenbergDepartment of Human Development and Family Studies, Pennsylvania State University, University Park, Philadelphia, Pennsylvania, USA.
Obioha C UkoumunneNIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK.
J Mark G WilliamsDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK.
Willem KuykenDepartment of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK willem.kuyken@psych.ox.ac.uk.ORCID http://orcid.org/0000-0002-8596-5252
Warneford Hospital · GBUniversity of Exeter · GBKing's College London · GBPennsylvania State University · USMRC Cognition and Brain Sciences Unit · GBUniversity of Cambridge · GB

Funding

Medical Research Council MC_UU_00030/5Wellcome Trust
6 · The paper itself

Abstract

backgroundPreventing mental health problems in early adolescence is a priority. School-based mindfulness training (SBMT) is an approach with mixed evidence.

objectivesTo explore for whom SBMT does/does not work and what influences outcomes.

methodsThe My Resilience in Adolescence was a parallel-group, cluster randomised controlled trial (K=84 secondary schools; n=8376 students, age: 11-13) recruiting schools that provided standard social-emotional learning. Schools were randomised 1:1 to continue this provision (control/teaching as usual (TAU)), and/or to offer SBMT ('.b' (intervention)). Risk of depression, social-emotional-behavioural functioning and well-being were measured at baseline, preintervention, post intervention and 1 year follow-up. Hypothesised moderators, implementation factors and mediators were analysed using mixed effects linear regressions, instrumental variable methods and path analysis.

findingsSBMT versus TAU resulted in worse scores on risk of depression and well-being in students at risk of mental health problems both at post intervention and 1-year follow-up, but differences were small and not clinically relevant. Higher dose and reach were associated with worse social-emotional-behavioural functioning at postintervention. No implementation factors were associated with outcomes at 1-year follow-up. Pregains-postgains in mindfulness skills and executive function predicted better outcomes at 1-year follow-up, but the SBMT was unsuccessful to teach these skills with clinical relevance.SBMT as delivered in this trial is not indicated as a universal intervention. Moreover, it may be contraindicated for students with existing/emerging mental health symptoms. CLINICAL IMPLICATIONS: Universal SBMT is not recommended in this format in early adolescence. Future research should explore social-emotional learning programmes adapted to the unique needs of young people.

Indexed as

adolescenceimplementationmediationmental healthmoderationpreventive medicineprocess evaluationschool-based mindfulness training

Identifiers

PMID35820993
PMCPMC9340034
OpenAlexW4285089456

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.