Implementing a School-based Mindfulness Curriculum

Study Overview
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Brief Summary
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The outcomes and implementation processes of the school based mindfulness program, as a universal prevention program in classroom as and support group programs for students with special education needs will be investigated. The study of classroom program will apply quasi-experimental design, comparing the pretest and posttest of seven primary schools with implementation of mindfulness programs with three schools with ordinary school activities only. A total of 800 students will be recruited to receive an eight session mindfulness program in classroom as a universal prevention program. Ten support group for students with special education needs will apply mindfulness programs, and its outcome will be evaluated using repeated time measures.

Official Title
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Implementing a School-based Mindfulness Program in Primary School Curriculum

Conditions
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Mental Health Wellness 1

Intervention / Treatment
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* Behavioral: mindfulness matters


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: students in participating schools students with parent's consent Exclusion Criteria: student without parent's consent

Ages Eligible for Study
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Minimum Age: 6 Years
Maximum Age: 8 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Prevention
Intervention Model: Single Group Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: School-based Mindfulness program<br>Eight session of mindfulness-based program based on Mindfulness Matters developed by Eline Snel | Behavioral: mindfulness matters<br>* Classroom program will be provided to primary one students in eight primary schools and they will receive an 8 session mindfulness matters program, developed by Eline Snel, delivered by their teachers. Each session lasts for 30 minutes. The program includes mindfulness exercises, psychoeducation, discussion and sharing activities. For students with special needs, same programs will be delivered by teachers or social workers in small groups and each groups has 4 to 7 students. Program content is consistent with the classroom program.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| positive self-perception | measured by Self-Evaluation Scale for Children. Values from 0 to 80. The higher the score, the stronger the positive self-perception | immediately before the intervention, and immediately after the intervention | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| peer relationship | measured by Assessment Programme for Affective and Social Outcomes (2nd Version). Values from 6 to 24. The higher the score, the better the peer relationship | before the intervention, and immediately after the intervention | 
| attitude towards school | measured by Assessment Programme for Affective and Social Outcomes (2nd Version). Values from 6 to 24. The higher the score, the stronger the positive attitude towards school. | before the intervention, and immediately after the intervention | 
| organized, nondisruptive, and nonimpulsive behaviors | measured by Self-Evaluation Scale for Children. Values from 0 to 70. The higher the score, the higher the severity of problem behaviors | before the intervention, and immediately after the intervention | 
| executive functioning | measured by ratings of parent and teacher of Behavior Rating Inventory of Executive Function, second edition. The scale includes subscales in inhibit, self-monitor, behavior regulation, emotion regulation, cognitive regulation. The higher the score, the stronger the functioning. | before the intervention, and immediately after the intervention | 
| creativity | measured by the Test for Creative Thinking-Drawing Production. The completed drawings are scored according to the following 10 criteria : (1) continuations, (2) completion, (3) new element, (4 ) connections made with a (5) connections made to produce a theme, (6) boundary breaking that is fragment dependent, (7) boundary breaking that is fragment independent, (8) perspective, (9) humour and affective, (10) unconventionality. The scores for all the criteria except unconventionality range d from 0 to 6. Each unconventionality criterion was score d either 0 or 3. The maximum score is 60. The higher the score, the higher the creativity. | before the intervention, and immediately after the intervention. | 
| self-regulation | measured by The Head-Toes-Knees-Shoulders (HTKS) task | before the intervention, and immediately after the intervention | 
| cortisol | measured by salivary cortisol (this measure is administered for students with special needs only) | before the intervention, and immediately after the intervention | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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student mental health, school-based mindfulness training, students with special needs