Background: There is growing research support for the use of
mindfulness training (MT) in schools, but almost no high-quality evidence
about different training models for people wishing to teach mindfulness
in this setting. Effective dissemination of MT relies on the development of
scalable training routes. Objective: To compare ...
Background: There is growing research support for the use of
mindfulness training (MT) in schools, but almost no high-quality evidence
about different training models for people wishing to teach mindfulness
in this setting. Effective dissemination of MT relies on the development of
scalable training routes. Objective: To compare four training routes for
school teachers wishing to deliver MT differing in intensity and potential
scalability, considering teaching competency, training acceptability and
cost-effectiveness. Methods: Schools were randomised to an existing
route comprising an eight-session instructor-led personal mindfulness
course, combined with four-day MT program training, or one of three
more scalable, lower-intensity, alternatives: an instructor-led personal
mindfulness course combined with one-day MT program training; a selftaught personal mindfulness course (delivered through a course book)
combined with four-day MT program training and a self-taught personal
mindfulness course combined with one-day MT program training.
Results: Attrition from training was substantial across all routes. The instructor-led course was more effective than the self-taught course in
increasing teachers’ personal mindfulness skills. Even the most intensive
(existing) training route brought only 29% of the teachers commencing
training, and 56% of those completing the study protocol, to the
required minimum competency threshold (an advanced beginner rating
on an adapted version of the MBI-TAC). The differences in levels of
competency achieved by existing training compared with the more
scalable alternatives were modest, with economic evaluation suggesting
that the existing route was both more expensive and more effective than
lower intensity alternatives, but with no statistically significant
differences between routes. Conclusions: This research questions the
move towards abbreviating teacher training to increase scalability and
suggests instead that many teachers require additional support to ensure
competency from first delivery of MT in the classroom.
