Mindfulness training for pupils in secondary schools may have no impact on their wellbeing, and many students find it too boring to practise at home, new research publicised by The TES finds.
The technique – popular in both independent and state schools, is no more effective than teachers’ other efforts to support mental health, researchers say.
The study found that overall, schools have a small but significant effect on children’s mental health and wellbeing, with the culture of the school being particularly important.
However, other things, such as poverty, have a much stronger impact on children’s mental health.
Despite the negative findings, mindfulness was found to improve the culture of a school, increasing mutual respect and improving relationships, although these effects fell away after a year. It also reduced teacher burnout.
The study, from the universities of Oxford, Cambridge, Exeter, King’s College London, University College London and Pennsylvania State in the US, was published in the Evidence-Based Mental Health journal.
It involved more than 28,000 children, aged 11 to 14, and 650 teachers, from 100 schools.
The study found that, while some young people rated mindfulness highly, a slightly larger group viewed it more negatively. Some 80 per cent of pupils did not do the required mindfulness homework.
Willem Kuyken, professor of mindfulness and psychological science at the University of Oxford, and one of the lead authors, told a briefing that older children appeared to benefit more from mindfulness than younger children, while those with existing mental health problems did not benefit.
Professor Mark Williams, founding director of the Oxford Mindfulness Centre and co-investigator at the University of Oxford, said that, on average, pupils practised mindfulness only once over the 10-week course.
“That’s like going to the gym once and hoping you’ll get fit,” he said. “But why didn’t they practise? Many of them found it boring.
“Those students who did engage, did improve. Those who had the most skilled teachers enjoyed the sessions and practised mindfulness more, and showed more benefit afterwards.
“So, what we are not saying is all mindfulness training has to stop. But schools do need to look and see how it’s being received in your school.
“Students are often the best experts in what works for them in this area. Do they get something from it? If so, you have something worth keeping.”