Evaluating how best to train classroom teachers to deliver mindfulness training competently in school settings

Not Applicable

Completed

• Conditions: This is a study examining teaching competency in teachers allocated to different training programmes; Mental and Behavioural Disorders

• Registration Number: ISRCTN18013311
• Lead Sponsor: niversity of Oxford (UK)

Brief Summary

2020 Results article in https://doi.org/10.1177/2164956120964738 (added 12/05/2021) 2021 Results article in https://pubmed.ncbi.nlm.nih.gov/34912129/ (added 17/12/2021)

Detailed Description

Not available

Study Timeline

• Results First Posted: 1900-01-01
• Study Start: 2015-11-24
• Study Completion: 2018-03-30
• Last Update Posted: 27 December 2021

Recruitment & Eligibility

• Status: Completed
• Sex: All
• Target Recruitment: 206

Inclusion Criteria

School inclusion criteria:
1. English mainstream secondary school
2. School willing to release teachers for training
3. School willing to timetable teachers to deliver the course
4. School willing to offer space for instructor-led frantic world course if randomised

Teacher inclusion criteria:
1. Participant is willing and able to give informed consent for participation in the study
2. Currently teaching in a mainstream secondary school in England
3. Teacher has QTS or at least 5 years teaching experience

Exclusion Criteria

School exclusion criteria:
1. School currently in special measures
2. School does not currently have a substantive head teacher
3. School has delivered .b curriculum to pupils age 11-16 as part of their general curriculum in last 12 months (i.e. not only to specific groups of children based on need)
4. If at the point of randomisation the school has too few participant teachers and is too geographically remote from other participating schools to make delivery of face-to-face frantic world teaching possible

Teacher exclusion criteria:
1. Teacher does not have QTS or at least 5 years teaching experience
2. Teacher is planning to leave teaching profession within the next 12-18 months
3. Teacher is on a temporary contract which does not extend to duration of study and where renewal is uncertain
4. Teacher will be unable to deliver the MT curriculum to pupils within the timeframe of the study
5. Teacher has already received .b syllabus delivery training or formal training in the delivery of another mindfulness-based intervention
6. Teacher has completed a mindfulness-based intervention in the past 12 months

Study & Design

• Study Type: Interventional
• Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
1. Perceived stress is measured using the Perceived Stress Scale at baseline, immediately pre-training phase 1, post training phase 1 (approximately 5 month follow-up) and post training phase 2 (approximately 7 month follow-up)<br>2. Wellbeing is measured using the Warwick Edinburgh Mental Wellbeing Scale at baseline, immediately pre-training phase 1, post training phase 1 (approximately 5 month follow-up) and post training phase 2 (approximately 7 month follow-up)<br>3. Teaching competency is assessed by the Mindfulness Based Interventions Teacher Assessment of Competency (MBI-TAC) teacher version at the end of course delivery (12 month follow-up) and accompanied by information on the classroom context in which the training was delivered (to be developed)