The Effects of a Mindfulness Program on Mental Health in Students at an Undergraduate Program for Teacher Education: A Randomized Controlled Trial in Real-Life

Abstract

Background: In this study, we aimed to investigate the effects of a mindfulness program including Mindfulness-Based Stress Reduction (MBSR) on the mental health of student teachers when offered at their educational institution in a real-life context.Methods: A parallel randomized controlled trial (RCT) was conducted among self-selected student teachers at a Danish undergraduate program for teacher education in the autumns of 2019 and 2020. Participation was not recommended in case of (1) clinical depression or a diagnosis of psychosis or schizophrenia, (2) abuse of alcohol, drugs, and/or medicine. Randomization was performed by a Statistician who was blinded to the identity of the students. Data was collected using self-reported questionnaires. The primary outcome was a change in perceived stress 3 months from baseline. Secondary outcome measures were symptoms of anxiety and depression, well-being, resilience, mindfulness, and thoughts and feelings during rest. The effects were analyzed according to the intention-to-treat principle using mixed-effect linear regression models. Mediating effects of mindfulness skills on the mental health outcomes were explored using structural equation modeling.Results: The study group included 67 student teachers with 34 allocated to the intervention group (median age: 25 years; women: n = 24, 71%); and 33 students (median age: 25 years; women: n = 25, 76%) allocated to a waiting list control group. At baseline, mean Perceived Stress Scale (PSS) scores were 18.88 (SD: 5.75) in the intervention group and 17.91 (SD: 6.36) in the waiting list control group. A total of 56 students completed the questionnaire at a 3-month follow-up (28 in both the intervention- and the control group). Statistically significant effects of the intervention were found on perceived stress, symptoms of anxiety and depression, well-being, and on three of seven resting-state dimensions. No effects were found on resilience or mindfulness. Statistically significant mediated effects via resting-state dimensions were found.Conclusion The findings suggested that offering a mindfulness program at an undergraduate program for teacher education could significantly improve the mental health among self-selected students within 3 months. Results of mediation analysis supported the hypothesis that some of the effects might be explained by reduced distracting thoughts.Clinical Trial Registration: [www.ClinicalTrials.gov], identifier [NCT04558099].

Altered self-reported resting state mediates the effects of Mindfulness-Based Stress Reduction on mental health: a longitudinal path model analysis within a community-based randomized trial with 6-months follow-up

“…ARSQ has not been validated in a Danish context. However, previous Danish research studies have shown effect of MBSR on ARSQ dimensions ( Juul et al, 2020 , 2021a ; Diachenko et al, 2021 ). In the present study, all subscales except from Self and Somatic Awareness had acceptable Cronbach’s α .…”

Online-Based MBSR Group Intervention to Reduce Anxiety and Perceived Stress in Scholars Who Work on Undergraduate Thesis

“…Although so far there has been no research that has revealed the effect of MBSR therapy on anxiety in the population of adolescence scholars who works on undergraduate theses, there are several studies that have found that MBSR group therapy is effective in reducing anxiety levels in scholars majoring in nursing and teacher education (Juul et al, 2021;McVeigh et al, 2021). In a longitudinal study by Dundas, Thorsheim, Hjeltnes and Binder (2016), MBSR therapy was also found to be effective in overcoming scholar's anxiety about academic evaluation.…”

“…This therapeutic modality was also found to be effective in reducing anxiety levels in college students. (Juul et al, 2021;McVeigh et al, 2021). Then in a longitudinal study by Dundas, Thorsheim, Hjeltnes, and Binder (2016), MBSR therapy was also found to be effective in overcoming students' anxiety about academic evaluation in lectures.…”

Cost-effectiveness of providing university students with a mindfulness-based intervention to reduce psychological distress: economic evaluation of a pragmatic randomised controlled trial

“…In contrast, the RCT from which this economic evaluation draws data has a lower than average risk of bias, followed students for up to 12 months and reported on safety 13. A more recent study has also found benefits in favour of mindfulness-based interventions improving student mental health 45…”