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Completed

NCT Number: NCT05855564

Implementing a School-based Mindfulness Curriculum

The outcomes and implementation processes of the school based mindfulness program, as a universal prevention program in classroom as and support group programs for students with special education needs will be investigated. The study of classroom program will apply quasi-experimental design, comparing the pretest and posttest of seven primary schools with implementation of mindfulness programs with three schools with ordinary school activities only. A total of 800 students will be recruited to receive an eight session mindfulness program in classroom as a universal prevention program. Ten support group for students with special education needs will apply mindfulness programs, and its outcome will be evaluated using repeated time measures.

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Key information

Conditions

Mental Health Wellness 1

Age range

6 year–8 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Hong Kong Polytechnic University, Hong Kong

Loading trial locations.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • students in participating schools
  • students with parent's consent

Exclusion criteria

  • student without parent's consent

Treatment and study plan

mindfulness matters

Behavioral

Classroom program will be provided to primary one students in eight primary schools and they will receive an 8 session mindfulness matters program, developed by Eline Snel, delivered by their teachers. Each session lasts for 30 minutes. The program includes mindfulness exercises, psychoeducation, discussion and sharing activities. For students with special needs, same programs will be delivered by teachers or social workers in small groups and each groups has 4 to 7 students. Program content is consistent with the classroom program.

Primary outcomes

  1. positive self-perception

    Time frame: immediately before the intervention, and immediately after the intervention

    measured by Self-Evaluation Scale for Children. Values from 0 to 80. The higher the score, the stronger the positive self-perception

Secondary outcomes

  1. peer relationship

    Time frame: before the intervention, and immediately after the intervention

    measured by Assessment Programme for Affective and Social Outcomes (2nd Version). Values from 6 to 24. The higher the score, the better the peer relationship

  2. attitude towards school

    Time frame: before the intervention, and immediately after the intervention

    measured by Assessment Programme for Affective and Social Outcomes (2nd Version). Values from 6 to 24. The higher the score, the stronger the positive attitude towards school.

  3. organized, nondisruptive, and nonimpulsive behaviors

    Time frame: before the intervention, and immediately after the intervention

    measured by Self-Evaluation Scale for Children. Values from 0 to 70. The higher the score, the higher the severity of problem behaviors

  4. executive functioning

    Time frame: before the intervention, and immediately after the intervention

    measured by ratings of parent and teacher of Behavior Rating Inventory of Executive Function, second edition. The scale includes subscales in inhibit, self-monitor, behavior regulation, emotion regulation, cognitive regulation. The higher the score, the stronger the functioning.

  5. creativity

    Time frame: before the intervention, and immediately after the intervention.

    measured by the Test for Creative Thinking-Drawing Production. The completed drawings are scored according to the following 10 criteria : (1) continuations, (2) completion, (3) new element, (4 ) connections made with a (5) connections made to produce a theme, (6) boundary breaking that is fragment dependent, (7) boundary breaking that is fragment independent, (8) perspective, (9) humour and affective, (10) unconventionality. The scores for all the criteria except unconventionality range d from 0 to 6. Each unconventionality criterion was score d either 0 or 3. The maximum score is 60. The higher the score, the higher the creativity.

  6. self-regulation

    Time frame: before the intervention, and immediately after the intervention

    measured by The Head-Toes-Knees-Shoulders (HTKS) task

  7. cortisol

    Time frame: before the intervention, and immediately after the intervention

    measured by salivary cortisol (this measure is administered for students with special needs only)

Sponsors and collaborators

Lead sponsor

The Hong Kong Polytechnic University

Other

Registry information

Official study title

Implementing a School-based Mindfulness Program in Primary School Curriculum

Important dates

Study start
2022
Primary completion
2023
Study completion
2023
First posted
May 11, 2023
Registry last updated
Mar 5, 2024

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

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This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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