Dataset Information

Classroom-Based Mindfulness Training Reduces Anxiety in Adolescents: Acceptability and Effectiveness of a Cluster-Randomized Pilot Study.

ABSTRACT:

Objective

Many high school students experience a high degree of anxiety and perceived stress. This study examined whether a classroom-based mindfulness program or a wellness program were acceptable and effective as anxiety and stress reduction interventions based on students' self-reports.

Design setting and participants

Thirteen health education classes (n=285 students, aged 14-16 years) were randomized by classroom to one of three conditions: mindfulness, wellness, or usual health class only (passive control/ waitlist), for 8 weeks.

Outcomes

Pre- and post-intervention scores compared self-reported measures of depression, anxiety and stress.

Results

Complete data were available from nine classes (n=202 students). Post-intervention anxiety scores were reduced in students who received the mindfulness intervention compared to those who received only their usual health class (?=-0.07, SE=0.03, P?0.001; 95% CI=-0.12, -0.02). No significant between group differences were found for depression or stress (P>0.4). Students' satisfaction with the mindfulness intervention they received withstood baseline credibility and expectancy effects: r=0.21, n=67, P=0.17 for credibility; r=-0.001, n=67, P=0.99 for expectancy. However, students' satisfaction with the wellness intervention they received was positively correlated with their pre-intervention expectations, r=0.42, n=47, P>0.001. Fifty-two percent of the 68 students assigned to mindfulness (n=35) used the iPad app for mindfulness home practice at least once; of those, 10% used it 10 or more times.

Conclusion

Eight weeks of classroom-based mindfulness, with limited home practice, reduced self-reported anxiety compared to usual health class, and withstood baseline expectancy effects in this group of high school students, a majority who come from high income families.

Clinical implications

School- or community-based mindfulness may be an appropriate recommendation for adolescents who experience anxiety.

SUBMITTER: Johnstone JM

PROVIDER: S-EPMC7755132 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Classroom-Based Mindfulness Training Reduces Anxiety in Adolescents: Acceptability and Effectiveness of a Cluster-Randomized Pilot Study.

Johnstone Jeanette M JM Ribbers Amanda A Jenkins David D Atchley Rachel R Gustafsson Hanna H Nigg Joel T JT Wahbeh Helané H Oken Barry B

Journal of restorative medicine 20200720 1

<h4>Objective</h4>Many high school students experience a high degree of anxiety and perceived stress. This study examined whether a classroom-based mindfulness program or a wellness program were acceptable and effective as anxiety and stress reduction interventions based on students' self-reports.<h4>Design setting and participants</h4>Thirteen health education classes (<i>n</i>=285 students, aged 14-16 years) were randomized by classroom to one of three conditions: mindfulness, wellness, or usu ...[more]

PMID: 33365203

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Dataset Information

Classroom-Based Mindfulness Training Reduces Anxiety in Adolescents: Acceptability and Effectiveness of a Cluster-Randomized Pilot Study.

Objective

Design setting and participants

Outcomes

Results

Conclusion

Clinical implications

Publications

Classroom-Based Mindfulness Training Reduces Anxiety in Adolescents: Acceptability and Effectiveness of a Cluster-Randomized Pilot Study.

Similar Datasets

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