Promoting mental wellbeing in schools using mindfulness, relaxation and strategies for safety and wellbeing

INTERVENTION: 1. Mindfulness‐based skills, emphasising the mind, the body and the world, delivered by trained schools professionals through ten minute daily exercises from January – April 2019 2. Relaxation‐based skills, emphasising deep breathing and progressive muscle relaxation techniques, delivered by trained school professionals through ten minute daily exercises from January – April 2019. 3. A mental health awareness programme, emphasising developing safety behaviours and identifying and accessing appropriate support networks, delivered by a trained school professional over eight consecutive, 45 minute weekly lessons. 4. Usual Provision (Control): Schools continue with usual practice without partaking in one of the above interventions. CONDITION: Mental health and wellbeing ; Mental and Behavioural Disorders PRIMARY OUTCOME: Mindfulness and Relaxation Interventions:; 1. Emotional difficulties will be measured using the online Short Mood and Feelings questionnaire (Angold, 1995) at baseline, 6 months and 12 months post intervention; ; Strategies for Safety and Wellbeing intervention:; 1. Intended help seeking will be collected online and measured at baseline, 6 months, and 12 months post intervention. General Help‐Seeking Questionnaire (Wilson et al., 2011) INCLUSION CRITERIA: Primary schools 1. Willing to deliver an intervention to one or two year four classes, and one or two year five classes Secondary schools: 1. Willing to deliver an intervention to three year seven classes and three year eight classes All schools 1. Willing to be allocated to Mindfulness, Relaxation, Strategies for Safety and Wellbeing or continue with usual provision. 2. Willing to allocate ten minutes per day for young people to practice mindfullness and relaxation skills for the spring term 3. Willing to allocate eight one hours lessons to deliver the Strategies for Safety and Wellbeing programme over the spring term. 4. Within the area of either London, Birmingham and the Midlands, Bristol, Bath and Somerset, Durham and the North East orManchester 5. Able to send teachers of delivery groups to training after October half term 2018/2019 6. Sign a MOU, data sharing agreement and provide pupil lists to the research team SECONDARY OUTCOME: Secondary measures will be measured at baseline, 6 months and 12 months post intervention; ; Mindfulness and Relaxation intervention:; 1. Positive wellbeing will be measured using the Huebner Life Satisfaction Scale (LSS) (Huebner, 1991); 2. Behavioural problems will be measured using the Me & My Feelings questionnaire (Deighton et al., 2013); 3. Support from school staff will be measured using the Student Resilience Survey (SRS) (Sun & Stewart, 2007) ‐ School Connection subscale; 4. Quality of life will be measured using the Child Health Utility 9D quality of life measure; 5. The support and services received by participants will be measured using the short client service receipt of intervention (adapted for young people); ; Strategies for Safety and Wellbeing intervention:; 1. Positive wellbeing will be measured using the Huebner Life Satisfaction Scale (LSS) (Huebner, 1991); 2. Emotional difficulties will be measured using the Short Mood and Feelings questionnaire (SMFQ) (Angold, 1995); 3. Behavioural problems will be measured using the Me & My Feelings questionnaire (Deighton et al., 2013); 4. Support from school staff will be measured using the Student Resilience Survey (SRS) (Sun & Stewart, 2007) ‐ School Connection subscale; 5. Mental health first aid Mental Health First Aid Intentions and Behaviours questionnaire (Hart et al., 2016); 6. Quality of life will be measured using the Child Health Utility 9D quality of life measure; 7. The support and services received by participants will be measured using the short client service receipt of intervention (adapted for young people); 8. Stigma‐related mental health knowledge of secondary school‐age participants will be measured using the Mental Health Knowledge Schedule (MAKS) (Evans‐Lacko et al., 2010); 9. Reported and intended behavioural discrimination of secondary school‐age participants will be measured using the Reported and Intended Behaviour Scale (RIBS) (Evans‐Lacko et al., 2011); 10. Attitudes towards mental health Attitudes Toward Mental Illness Questionnaire (Milin, et al., 2016); ; Across all interventions:; 1). Mental health literacy of teachers Mental Health Literacy and Capacity Survey for Educators questionnaire (Fortier et al, 2017), Teacher mental health literacy questionnaire (Jorm, 1997; Kutcher, 2015)