You Can Lead an Adolescent to Mindfulness, but You Can’t Make Them Mindful

Johnson, C; Taylor, A; Dray, J; Dunning, D

You Can Lead an Adolescent to Mindfulness, but You Can’t Make Them Mindful

Johnson, C Taylor, A Dray, J

Dunning, D

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Publisher:: SPRINGER
Publication Type:: Journal Article
Citation:: Mindfulness, 2024, 15, (7), pp. 1861-1869
Issue Date:: 2024-07-01

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Field	Value	Language
dc.contributor.author	Johnson, C
dc.contributor.author	Taylor, A
dc.contributor.author	Dray, J https://orcid.org/0000-0003-4613-2634
dc.contributor.author	Dunning, D
dc.date.accessioned	2024-09-20T02:42:50Z
dc.date.available	2024-09-20T02:42:50Z
dc.date.issued	2024-07-01
dc.identifier.citation	Mindfulness, 2024, 15, (7), pp. 1861-1869
dc.identifier.issn	1868-8527
dc.identifier.issn	1868-8535
dc.identifier.uri	http://hdl.handle.net/10453/180888
dc.description.abstract	Meta-analyses of mindfulness-based interventions (MBIs) in schools consistently show small, positive effects, but the field remains dominated by studies with low methodological rigour. Recent large randomised controlled trials in adolescents demonstrate poor traction in this age group together with some adverse effects, creating a crossroads for their future. In their recent commentary on the null effects of the MYRIAD trial (Kuyken et al., 2022), Strohmaier and Bailey (2023) postulated that making mindfulness practice available within the school day may increase the dosage and benefits of MBIs for adolescents, and called for funders to direct efforts at developing and testing this approach. We agree that identifying ways to increase dose beyond weekly classroom lessons is important, but explore whether this suggestion is practical or developmentally appropriate for secondary school settings. Our commentary broadens to group together other large and moderately large RCTs that have also shown disappointing results in adolescents, and presents seven barriers that together may be compounding the lack of effect in this age group. We offer alternative suggestions for future school-based research and delivery of MBIs.
dc.language	English
dc.publisher	SPRINGER
dc.relation.ispartof	Mindfulness
dc.relation.isbasedon	10.1007/s12671-024-02391-w
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject	1103 Clinical Sciences, 1608 Sociology, 1701 Psychology
dc.subject.classification	5201 Applied and developmental psychology
dc.subject.classification	5203 Clinical and health psychology
dc.subject.classification	5205 Social and personality psychology
dc.title	You Can Lead an Adolescent to Mindfulness, but You Can’t Make Them Mindful
dc.type	Journal Article
utslib.citation.volume	15
utslib.for	1103 Clinical Sciences
utslib.for	1608 Sociology
utslib.for	1701 Psychology
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
pubs.organisational-group	University of Technology Sydney/Faculty of Health/Graduate School of Health
pubs.organisational-group	University of Technology Sydney/Faculty of Health/Graduate School of Health/GSH.Speech Pathology
utslib.copyright.status	in_progress	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2024-09-20T02:42:48Z
pubs.issue	7
pubs.publication-status	Published
pubs.volume	15
utslib.citation.issue	7

Abstract:

Meta-analyses of mindfulness-based interventions (MBIs) in schools consistently show small, positive effects, but the field remains dominated by studies with low methodological rigour. Recent large randomised controlled trials in adolescents demonstrate poor traction in this age group together with some adverse effects, creating a crossroads for their future. In their recent commentary on the null effects of the MYRIAD trial (Kuyken et al., 2022), Strohmaier and Bailey (2023) postulated that making mindfulness practice available within the school day may increase the dosage and benefits of MBIs for adolescents, and called for funders to direct efforts at developing and testing this approach. We agree that identifying ways to increase dose beyond weekly classroom lessons is important, but explore whether this suggestion is practical or developmentally appropriate for secondary school settings. Our commentary broadens to group together other large and moderately large RCTs that have also shown disappointing results in adolescents, and presents seven barriers that together may be compounding the lack of effect in this age group. We offer alternative suggestions for future school-based research and delivery of MBIs.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/180888