Background Education is broader than academic teaching. It includes teaching students social–emotional skills both directly and indirectly through a positive school climate. Objective To evaluate if a universal school-based mindfulness training (SBMT) enhances teacher mental health and school climate. Methods The My Resilience in Adolescence parallel group, cluster randomised controlled trial (registration: [ISRCTN86619085][1]; funding: Wellcome Trust (WT104908/Z/14/Z, WT107496/Z/15/Z)) recruited 85 schools (679 teachers) delivering social and emotional teaching across the UK. Schools (clusters) were randomised 1:1 to either continue this provision (teaching as usual (TAU)) or include universal SBMT. Data on teacher mental health and school climate were collected at prerandomisation, postpersonal mindfulness and SBMT teacher training, after delivering SBMT to students, and at 1-year follow-up. Finding Schools were recruited in academic years 2016/2017 and 2017/2018. Primary analysis (SBMT: 43 schools/362 teachers; TAU: 41 schools/310 teachers) showed that after delivering SBMT to students, SBMT versus TAU enhanced teachers’ mental health (burnout) and school climate. Adjusted standardised mean differences (SBMT minus TAU) were: exhaustion (−0.22; 95% CI −0.38 to −0.05); personal accomplishment (−0.21; −0.41, −0.02); school leadership (0.24; 0.04, 0.44); and respectful climate (0.26; 0.06, 0.47). Effects on burnout were not significant at 1-year follow-up. Effects on school climate were maintained only for respectful climate. No SBMT-related serious adverse events were reported. Conclusions SBMT supports short-term changes in teacher burnout and school climate. Further work is required to explore how best to sustain improvements. Clinical implications SBMT has limited effects on teachers’ mental and school climate. Innovative approaches to support and preserve teachers’ mental health and school climate are needed. Data are available upon reasonable request. The baseline data and codebook from the MYRIAD trial are available from Prof. Kuyken (willem.kuyken@psych.ox.ac.uk) upon request (release of data is subject to an approved proposal and a signed data access agreement). [1]: /external-ref?link_type=ISRCTN&access_num=ISRCTN86619085

中文翻译：

---

与正常学校提供的普遍学校正念训练相比，对教师心理健康和学校氛围的有效性：MYRIAD 集群随机对照试验的结果

背景教育比学术教学更广泛。它包括通过积极的学校氛围直接和间接地教授学生社交情感技能。目的 评估普遍的校本正念训练 (SBMT) 是否可以改善教师的心理健康和学校氛围。方法“我的青春期韧性”平行组、整群随机对照试验（注册：[ISRCTN86619085][1]；资助：Wellcome Trust（WT104908/Z/14/Z，WT107496/Z/15/Z））招募了85所学校（679名）教师）在英国各地提供社交和情感教学。学校（集群）按照 1:1 的比例随机分配，要么继续执行此规定（照常教学 (TAU)），要么纳入通用 SBMT。有关教师心理健康和学校氛围的数据是在随机分组前、个人正念和 SBMT 教师培训、向学生提供 SBMT 后以及一年的随访时收集的。寻找学校在2016/2017和2017/2018学年进行了招募。初步分析（SBMT：43 所学校/362 名教师；TAU：41 所学校/310 名教师）表明，在向学生提供 SBMT 后，SBMT 与 TAU 相比，改善了教师的心理健康（倦怠）和学校氛围。调整后的标准化平均差（SBMT 减去 TAU）为： 疲惫（-0.22；95% CI -0.38 至 -0.05）；个人成就（-0.21；-0.41，-0.02）；学校领导（0.24；0.04，0.44）；和尊重的氛围（0.26；0.06，0.47）。一年随访时，对倦怠的影响并不显着。对学校气氛的影响仅在尊重气氛的情况下得以维持。没有报告与 SBMT 相关的严重不良事件。结论 SBMT 支持教师倦怠和学校氛围的短期变化。需要进一步的工作来探索如何最好地维持改进。临床意义 SBMT 对教师心理和学校氛围的影响有限。需要创新方法来支持和维护教师的心理健康和学校氛围。数据可根据合理要求提供。MYRIAD 试验的基线数据和密码本可根据要求向 Kuyken 教授 (willem.kuyken@psych.ox.ac.uk) 提供（数据的发布取决于批准的提案和签署的数据访问协议）。[1]: /external-ref?link_type=ISRCTN&access_num=ISRCTN86619085