Mindfulness in schools: what the MYRIAD trial with 8,000 pupils showed

One of the largest mindfulness trials among adolescents (2022), why the programme did not reduce the risk of depression, what happened with the teachers and what lesson we draw

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Translated from the Albanian original by the editors. Shqip

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Illustration: a school building, a symbol of the large mindfulness trial in British schools
Original illustration by the lexoshpejt editors. Not a historical photograph or object.
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In the last decade, mindfulness programmes spread fast in schools. The idea seemed clear: if mindfulness helps adults with stress and depression, perhaps it could also protect adolescents before problems appear. But a good idea needs testing.

The trial

The MYRIAD trial, led by Willem Kuyken and colleagues at the University of Oxford, was one of the largest of its kind. It included 8,376 pupils aged 11 to 16 in 84 secondary schools in the United Kingdom. The schools were randomly divided. In half of them, trained teachers delivered a programme of ten mindfulness lessons. In the other half, schools continued with their usual social and emotional well-being lessons.

The results

The results, published in 2022, showed that after a year there was no clear difference between the two groups in the risk of depression, in overall well-being or in pupils' behaviour. Many pupils did not practise mindfulness outside class, and some did not find the programme interesting.

The teachers who delivered the programme reported some benefits for themselves, such as less burnout, and some schools showed a better climate. But for the pupils, the programme did not deliver the hoped-for benefit compared with what schools were already doing.

A practice that helps adults who choose it themselves does not necessarily help adolescents who receive it as a compulsory lesson.

What we learn

  • Testing matters. Without this trial, many schools might have invested time and money believing they were protecting pupils from depression.
  • Context matters. Adolescents have different needs from adults. Motivation, teaching style and practice at home play a large role.
  • The comparison matters. The control schools already had good well-being lessons. Mindfulness was not better than them, but that does not mean it was harmful.

For parents and teachers

  1. Do not expect a short course to solve adolescents' distress.
  2. Listen to what interests them. Sport, art, nature and good relationships with adults are also protective.
  3. If an adolescent shows signs of depression, such as prolonged sadness, withdrawal or changes in sleep and eating, seek professional help.

Sources and further reading

  1. Kuyken, W., Ball, S., Crane, C. et al. (2022). Effectiveness and cost-effectiveness of universal school-based mindfulness training compared with normal school provision in reducing risk of mental health problems and promoting well-being in adolescence: The MYRIAD cluster randomised controlled trial. Evidence-Based Mental Health, 25(3), 99–109. PubMed
  2. University of Oxford. The MYRIAD Project. myriadproject.org

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