MYRIAD: My Resilience in Adolescence, a study examining the effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision

INTERVENTION: Randomisation of schools to intervention and control arms (‘Teaching as usual’) will be stratified and will be carried out by an independent statistician. The following stratification variables will be considered, with final decisions taken once schools have been recruited: School size (large/small), type of school (selective/non‐selective, independent/non‐independent, mixed/single gender, school quality measure e.g. OFSTED), geographic location (urban/rural and region) and level of deprivation (below or above median of children eligible for free school meals). ‘Teaching as Usual’ group: Schools will continue to teach their usual scheduled lessons. Mindfulness Training group: Schools will be trained in the mindfulness (MT) programme to be included in the school curriculum the following school year. The training programme to deliver the MT programme curriculum involves teachers first participating in an 8‐week MBCT programme, adapted for the general (non‐clinical) population, to support the development of their resilience and mindfulness skills (eight 2 hour sessions per week, with an all‐day mindfulness session supported by a digital app to facilitate mindfulness practice during and after the 8 week course). They will then attend a 4‐day training workshop to learn how to deliver the MT in schools. Schools, teachers and pupil will be followed up for 2 years after the pre‐intervention measures. CONDITION: Mental wellbeing ; Mental and Behavioural Disorders ; Mental wellbeing PRIMARY OUTCOME: 1. Risk for depression is measured using Centre for Epidemiologic Studies Depression Scale (CES‐D); 2. Socio‐emotional and behavioural functioning is measured using Strengths and Difficulties Questionnaire (SDQ ‐ Pupil); 3. Well‐being is measured using Warwick‐Edinburgh mental well‐being scale (WEMWBS); ; Primary outcome measures are for pupils only and will be taken at five times points: Baseline, pre‐intervention, three‐months post‐intervention (or equivalent), one‐year (one year after pre‐intervention) follow‐up, and again at two‐year follow‐up (two years after pre‐intervention). SECONDARY OUTCOME: Students:; 1. Students’ executive processing is measured using the Behaviour Rating Inventory of Executive Function, self and teacher rated versions (BRIEF); 2. Peer relationships are measured using the Resistance to Peer Influence Scale (RPIS); 3. Drug and alcohol use; 4. Anxiety is measured using anxiety subscales from the Revised Child Anxiety and Depression Scale (RCADS); 5. Strengths and Difficulties Questionnaire (SDQ); 6. Student level attainment is measured using information taken from the National Pupil Database (NPD); 7. Self‐harm and suicidal ideation; 8. Mindfulness skills are measured using the Child‐Adolescent Mindfulness Measure (CAMM); 8. Health‐related quality of life is measured using the Euroqol 5D 5 level (EQ‐5D‐Y); ; Teachers:; 1. Well‐being is measured using the Maslach Burnout Inventory (MBI Educator survey); 2. Self‐efficacy is measured using the Teacher’s Self‐efficacy Scale (TSS); 3. Classroom mindfulness is measured using the Mindfulness in the Classroom questionnaire; 4. Stress is measured using the Perceived Stress Scale (PSS); 5. Depression is measured using the Patient Health Questionnaire (PHQ‐9); 6. Anxiety is measured using the Generalised Anxiety Disorder questionnaire (GAD‐7); ; Schools:; 1. School ecology/climate is measured using sub‐scales most relevant to the intervention from the School Climate and Connectedness Survey (SCCS); 2. School level attainment, for example GSCE results, is determined using information taken from the National Pupil Database (NPD); ; Study outcomes will be measured at five time points: baseline (school and teacher as well as primary measures for all pupils from Years 7 and 8); pre‐intervention; three‐months post‐intervention (or equivalent); one‐year (1 year after pre‐intervention) follow‐up; and again at two‐year follow‐up (2 years after pre‐intervention). INCLUSION CRITERIA: School: 1. Able to fulfil SEL/PSHE assessment 2. Have pupils in key stage 3 3. Are mainstream UK schools 4. Have English speaking curriculum 5. Have at least 5 teachers that meet criteria for inclusion 6. Be able to timetable into the normal curriculum the mindfulness programme taught by the trained teachers if allocated to training arm of the trial Teacher: 1. Have Qualified Teacher status (QTS) or 2 years teaching experience 2. Have a permanent contract with the school, or likely to be in the same school for next 3 years 3. Be available to attend an 8 week personal mindfulness course consisting of a 2 hour class each week together with a ‘silent day’ which is usually on a Saturday and then attend a further course to be trained in the mindfulness programme (4 full days optionally residential) in the current school year 4. Be willing to complete measures for the project 5. Be happy to deliver the mindfulness programme to pupi