The primary aim is to evaluate the effectiveness of a profound school teacher training programme to teach a mindfulness-based programme (.b) in Danish schools on the pupils self-reported mental well-being at seven months. The secondary aims are to evaluate i) the effectiveness of the profound school teacher training programme to teach the .b-programme in Danish schools on the pupils self-reported mental well-being post intervention (at five months).
The study is a cluster randomised trial. From May 2018 - May 2019, we recruited the total of 110 Danish schools (27 schools from the Capital Region of Denmark, 18 schools from Region Zealand, 25 schools from Region of Southern Denmark, 30 schools from Central Denmark Region and 10 schools from Region of Northern Denmark). The schools included the total of 191 school teachers for teacher training (56 teachers from the Capital Region of Denmark, 28 teachers from Region Zealand, 42 teachers from Region of Southern Denmark, 50 teachers from Central Denmark Region and 15 teachers from Region of Northern Denmark). Each included teacher will be asked to recruit a class of pupils (15-25 pupils) to test the effectiveness of the .b-programme (in total approx. 3000 pupils).
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
DOUBLE
Enrollment
1,774
The intervention is a multi-level, multi-component complex intervention. It consists of a school teacher training programme and the .b-programme to be delivered to pupils 11-15 years in the schools. The school teacher training programme consists of three parts: 1) the establishment of own mindfulness practice by participation in the MBSR programme and sustaining mindfulness with a regular formal daily practice; 2) completion of the four days .b residential course, and 3) completion of the 3x2-days seminars on relational competences and implementation issues regarding teaching .b . The .b programme consists of well-described, weekly 40-60 minutes classroom sessions over 10 weeks. All the sessions have a specific theme, associated teachers' notes, power points and animations. The .b programme can only be delivered with fidelity by a trained .b teacher.
Danish Center for Mindfulness
Aarhus, Brabrand, Denmark
The total difficulties score of the Strengths and Difficulties Questionnaire (SDQ)- youth self-report
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Seven months after baseline
The Strengths and Difficulties Questionnaire (SDQ)- youth self-report -subscales
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Seven months after baseline
The Strengths and Difficulties Questionnaire (SDQ)- youth self-report
Changes in the scores among the total study population
Time frame: 23.03.21: Seven months after baseline
The Strengths and Difficulties Questionnaire (SDQ)- youth self-report
Changes in the scores among the total study population
Time frame: 23.03.21: Five months after baseline
The Strengths and Difficulties Questionnaire (SDQ)- youth self-report
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Five months after baseline
Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) -short version
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Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Five months after baseline
Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) -short version
Change in the score among the total study population
Time frame: 23.03.21: Five months after baseline
Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) -short version
Change in the score among the subgroup with a total difficulties score\>13.5
Time frame: 23.03.21: Seven months after baseline
Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) -short version
Change in the score among the total study population
Time frame: 23.03.21: Seven months after baseline
Brief Resilience Scale (BRS)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Five months after baseline
Brief Resilience Scale (BRS)
Change in the score among the total study population
Time frame: 23.03.21: Five months after baseline
Brief Resilience Scale (BRS)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Seven months after baseline
Brief Resilience Scale (BRS)
Change in the score among the total study population
Time frame: 23.03.21: Seven months after baseline
School connectedness from the Danish student well-being questionnaire (DSWQ)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Five months after baseline
School connectedness from the Danish student well-being questionnaire (DSWQ)
Change in the score among the total study population
Time frame: 23.03.21: Five months after baseline
School connectedness from the Danish student well-being questionnaire (DSWQ)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Seven months after baseline
School connectedness from the Danish student well-being questionnaire (DSWQ)
Change in the score among the total study population
Time frame: 23.03.21: Seven months after baseline
Social competence from the Danish student well-being questionnaire (DSWQ)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Five months after baseline
Social competence from the Danish student well-being questionnaire (DSWQ)
Change in the score among the total study population
Time frame: 23.03.21: Five months after baseline
Social competence from the Danish student well-being questionnaire (DSWQ)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Seven months after baseline
Social competence from the Danish student well-being questionnaire (DSWQ)
Change in the score among the total study population
Time frame: 23.03.21: Seven months after baseline
Self-efficacy from the Danish student well-being questionnaire (DSWQ)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Five months after baseline
Self-efficacy from the Danish student well-being questionnaire (DSWQ)
Change in the score among the total study population
Time frame: 23.03.21: Five months after baseline
Self-efficacy from the Danish student well-being questionnaire (DSWQ)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Seven months after baseline
Self-efficacy from the Danish student well-being questionnaire (DSWQ)
Change in the score among the total study population
Time frame: 23.03.21: Seven months after baseline
Bullying items from the Danish student well-being questionnaire (DSWQ)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Five months after baseline
Bullying items from the Danish student well-being questionnaire (DSWQ)
Change in proportions among the total study population
Time frame: 23.03.21: Five months after baseline
Bullying items from the Danish student well-being questionnaire (DSWQ)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Seven months after baseline
Bullying items from the Danish student well-being questionnaire (DSWQ)
Change in proportions among the total study population
Time frame: 23.03.21: Seven months after baseline
EQ-5D-Y
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Five months after baseline
EQ-5D-Y
Change in scores among the total study population
Time frame: 23.03.21: Five months after baseline
EQ-5D-Y
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Seven months after baseline
EQ-5D-Y
Change in scores among the total study population
Time frame: 23.03.21: Seven months after baseline
Sleep quality
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Five months after baseline
Sleep quality
Change in score among the total study population
Time frame: 23.03.21: Five months after baseline
Sleep quality
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Seven months after baseline
Sleep quality
Change in score among the total study population
Time frame: 23.03.21: Seven months after baseline
Child-Adolescent Mindfulness Measure (CAMM)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Five months after baseline
Child-Adolescent Mindfulness Measure (CAMM)
Change in score among the total study population
Time frame: 23.03.21: Five months after baseline
Child-Adolescent Mindfulness Measure (CAMM)
Change in the score among the subgroup with a SDQ total difficulties score \>= the 80 % percentile (23.03.21: We have chosen to identify the vulnarable group according to the standard for SDQ norms which is the \>=80 % percentile. We identify per gender due to well-known differences)
Time frame: 23.03.21: Seven months after baseline
Child-Adolescent Mindfulness Measure (CAMM)
Change in score among the total study population
Time frame: 23.03.21: Seven months after baseline