Effects of school-based mindfulness interventions differ according to whether delivery is by an outside facilitator or by trained educators/teachers¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Effects on specific mindfulness and mental health outcomes differed depending on whether the intervention was delivered by an outside facilitator compared to trained educators/teachers. → Carsley 2018

Evidence¶

Carsley 2018¶

Carsley, D., Khoury, B., & Heath, N. L. (2018). Effectiveness of Mindfulness Interventions for Mental Health in Schools: a Comprehensive Meta-analysis. Mindfulness. https://doi.org/10.1007/s12671-017-0839-2

q3 · i? · quant-synthesis · r2

Meta-analytic moderator analysis of delivery-agent characteristics across the 24 included studies. The article reports effects "differed according to whether the intervention was delivered by an outside facilitator compared to trained educators/teachers"; no effect size is printed in the available text.

"Furthermore, the effects on specific mindfulness and mental health outcomes differed according to whether the intervention was delivered by an outside facilitator compared to trained educators/teachers"

Discussion¶

Related Claims¶

• The evidence base for school mindfulness interventions is promising but too variable for definitive practice recommendations — the general claim this finding bears on, with the studies behind it
• Individual differences and program characteristics impact receptivity and effectiveness of school-based mindfulness training — a broader claim this one bears on
• School-based mindfulness interventions produce small-to-moderate significant pre-post improvements in youth mental health and well-being compared to control groups — related
• Group-based delivery is associated with more improvement in child language than individually delivered interventions — related
• Mindfulness interventions consisting of combinations of various mindfulness activities show the largest effects on youth mental health and well-being — related
• Mindfulness interventions delivered during late adolescence (15–18) show the largest effects on youth mental health and well-being outcomes — related
• Students who learned mindfulness-based conflict resolution strategies used them outside school with siblings and friends — related
• Effects of educational technology literacy interventions differ according to characteristics of the interventions and participants — related