Mindfulness-based programmes and ‘bigger than self’ issues: protocol for a scoping review

Callen-Davies, Robert John; Bristow, Jamie; Gazder, Taranah; Griffith, Gemma M.; Noorani, Yasmin; Crane, Rebecca

doi:10.1136/bmjopen-2022-067819

Cited by 3 publications

(3 citation statements)

References 47 publications

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“…Impact evaluations have tended to focus on outcomes with more limited research on potential mediators and moderators, including changes in social relationships and the school/ classroom climate (34,(42)(43)(44). The potential of whole school (school integrated) interventions to change the school's culture to a more holistic mindful school, promoting ethical conduct and compassion, and recognizing that mindfulness is a social practice has only recently begun to be explored (27,34,(45)(46)(47)(48)(49).…”

Section: Introductionmentioning

confidence: 99%

“…There have been calls for the next generation of research to address these weaknesses (33,34,36). These calls have stressed the importance of (1) interdisciplinarity, (2) having a shared definition of mindfulness (38,58), (3) taking a developmental perspective, shifting from a focus on changes in individual pupils to taking account of the influence of time, social relationships, social interaction and cultural settings and how they may moderate and/or mediate the impact of SBMIs on pupils' mental wellbeing (27,43,49,59,60). The importance of understanding how SBMIs work by opening up the 'black box' is also acknowledged, and examining the impact of differences in mindfulness interventions (content and delivery) and cultural and socioeconomic context, as well as individual differences including age, gender, healthy status, and ethnicity (21,27,34,(61)(62)(63)(64)(65).…”

Section: Introductionmentioning

confidence: 99%

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A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing

Abbott,

Nixon,

Stanley

et al. 2024

Front. Public Health

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IntroductionThe review described in this protocol will be the first critical realist review of the literature reporting on the impact of school-based mindfulness interventions on the mental wellbeing of pupils. Mindfulness interventions are increasingly being introduced into schools to promote children’s (and teachers’) wellbeing. Findings from impact evaluations, including systematic reviews and metanalysis, suggest that school-based mindfulness interventions promote pupils’ wellbeing. However, there is a need for further evidence on the underlying causal mechanisms and contexts that explain program outcomes, to provide insight into how mindfulness programs can be successfully implemented in other contexts.Methods and analysisA critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school-based mindfulness interventions promote the mental wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations. This will enable an understanding of how, in certain contexts, pupils can use the resources offered by a mindfulness intervention knowingly or unknowingly to trigger mechanisms that promote their mental wellbeing and what mechanisms in the context support, restrict or prevent change. We will then use retrodiction and retroduction to develop the most plausible interdisciplinary middle-range theory to explain the findings.DiscussionThe review findings will inform a critical realist evaluation of a mindfulness intervention in schools. The findings from the review will also enable us to inform policymakers and other stakeholders about what conditions need to be in place for mindfulness interventions to promote pupils’ mental wellbeing. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media.PROSPERO registration number: CRD42023410484.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing

Abbott,

Nixon,

Stanley

et al. 2024

Front. Public Health

View full text Add to dashboard Cite

show abstract

“…Existing literature on the impact of mindfulness interventions focuses on individual psychological outcomes. It rarely considers the pathways to improved mental wellbeing through changes in the social structural or cultural contexts due to changes in the behaviour of pupils and teachers wrought by mindfulness interventions [3][4][5]. This literature review will yield a framework of existing theories as a guide to identifying and understanding the underlying process (mechanisms) that shape the 'school climate' and identify those that may be triggered by a whole school mindfulness intervention and promote pupils' mental wellbeing.…”

Section: Introductionmentioning

confidence: 99%

A protocol for a critical realist systematic synthesis of interventions to promote pupils’ wellbeing by improving the school climate in low- and middle-income countries

Abbott,

Shanks,

Stanley

et al. 2024

PLoS ONE

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Introduction The review described in this protocol will be the first critical realist review of the literature reporting on the impact of interventions to promote pupils’ wellbeing by improving the school climate in Low- and Middle-Income Countries. The review is being carried out to inform the programme theory for a critical realist evaluation of a whole school mindfulness intervention in Ethiopia and Rwanda to improve pupils’ mental wellbeing. Our initial programme theory hypothesises that pupils’ (and teachers’) responses to the mindfulness intervention as well as changing the behaviour and attitudes of individual pupils and teachers, will change the ’school climate’ in ways that have a positive impact on mental wellbeing. This literature review will facilitate the identification of mechanisms for change working at the level of the whole school climate, something which is only infrequently discussed in evaluations of mindfulness interventions. Methods and analysis A critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school climate can promote the wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations and synthesising these to provide a conceptual understanding of the impact of interventions to improve school climate. Discussion The review findings will inform a critical realist evaluation of a mindfulness intervention in schools that we will be carrying out. The findings from the review will enable us to focus more precisely and transparently on what policymakers and other stakeholders need to know about how school climate changes due to introducing mindfulness to the curriculum and how this impacts pupils’ wellbeing [and for which pupils]. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media. PROSPERO registration number: CRD42023417735.

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A protocol for a critical realist systematic synthesis of interventions to promote pupils’ wellbeing by improving the school climate in Low- and Middle-Income Countries

Abbott

Shanks

Stanley

et al. 2023

Preprint

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IntroductionThe review described in this protocol will be the first critical realist review of the literature reporting on the impact of interventions to promote pupils’ wellbeing by improving the school climate in Low- and Middle-Income Countries. The review is being carried out to inform the programme theory for a critical realist evaluation of a whole school mindfulness intervention in Ethiopia and Rwanda to improve pupils’ mental wellbeing. Our initial programme theory hypothesises that pupils’ (and teachers’) responses to the mindfulness intervention as well as changing the behaviour and attitudes of individual pupils and teachers, will change the ‘school climate’ in ways that have a positive impact on mental wellbeing. This literature review will facilitate the identification of mechanisms for change working at the level of the whole school climate, something which is only infrequently discussed in evaluations of mindfulness interventions.Methods and analysisA critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school climate can promote the wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations and synthesising these to provide a conceptual understanding of the impact of interventions to improve school climate.DiscussionThe review findings will inform a critical realist evaluation of a mindfulness intervention in schools that we will be carrying out. The findings from the review will enable us to focus more precisely and transparently on what policymakers and other stakeholders need to know about how school climate changes due to introducing mindfulness to the curriculum and how this impacts pupils’ wellbeing [and for which pupils]. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media.PROSPERO registration numberCRD42023417735

show abstract

Mindfulness-based programmes and ‘bigger than self’ issues: protocol for a scoping review

Cited by 3 publications

References 47 publications

A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing

A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing

A protocol for a critical realist systematic synthesis of interventions to promote pupils’ wellbeing by improving the school climate in low- and middle-income countries

A protocol for a critical realist systematic synthesis of interventions to promote pupils’ wellbeing by improving the school climate in Low- and Middle-Income Countries

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