Application of an intervention based on mindfulness in secondary education

INTERVENTION: 1. 8 weeks of Mindfulness training adapted for schools (Guillermo Sepúlveda), 12 hours 2. After the 8 session training for the whole group of participants, the two groups of teachers were randomly assigned to receive either: ‐ Teacher Training I: MindfulnessTeacher Training for implementation (3 day training, 19./20./21.12.22 from 9:00 a.m. to 05:30 p.m), (Guillermo Sepúlveda, Soledad Cano, Vanessa Nowak), 21 hours, OR ‐ Teacher Training II: Pedagogical Planning Training (3 day training, 26./27./28.12.22 from 9:00 a.m. to 05:30 p.m) (Carolina Iturrra), 21 hours 3. Refresh and Enabling Training (29.03.23 from 9:00 a.m. to 1:30p.m) (Guillermo Sepúlveda, Vanessa Nowak), 4 hours 4. Teachers then made their pedagogical planning for the whole semester focused on the training provided and delivered the teaching in 12 weeks over a period of 6 months CONDITION: Impact on teaching‐learning processes and on the promotion of mental health and well‐being of teachers and students in secondary education in vulnerable settings ; Mental and Behavioural Disorders PRIMARY OUTCOME: ; Mental health and well‐being in students at baseline, after intervention and follow up at 12 months and 18 months:; 1. Mental health measured using PHQ‐9 and GAD 7; 2. Well‐being measured using the Psychological Well‐Being Scale; 3. Child and adolescent mindfulness measure: CAMM; 4. Spanish version of the avoidance and fusion questionnaire for youth short‐form: AFQ‐Y8; 5. Emotion regulation questionnaire for children and adolescents: ERQ‐CA; 6. Psychological well‐being scale short‐form for children and adolescents: PWB‐SF‐Y; 7. Gratitude questionnaire: GQ6; 8. Child health utility 9D: CHU‐9D; 9. Self‐compassion scale short‐form for adolescents: SCS‐SF; SECONDARY OUTCOME: ; Mental health and well‐being in teachers at baseline, after intervention and follow up at 12 months and 18 months:; 1. Mental health measured using PHQ‐9 and GAD 7; 2. Well‐being measured using the Psychological Well‐Being Scale; 3. FFMQ (Five Facets Mindfulness Questionnaire; 4. ERQ (Emotion Regulation Questionnaire); 5. GQ‐6 (Gratitude Questionnaire); 6. Patient‐Reported Outcomes Measurement Information System (Promis); 7. MBI Questionnaire (Maslach Burnout Inventory); 8. AAQII (Acceptance Action Questionnaire); 9. Utrecht Work Engagement Scale (UWES); 10. Self Compassion Scale (SCS); INCLUSION CRITERIA: Students and teachers of all municipal schools that have secondary education (1 to 4 secondary), with two or more courses per year that have a vulnerability inde Xof the commune of Valdivia, Chile.