Lancet Planetary Health
July 1, 2026
Shannon Maloney, Joseph Moore, Katrin Wilhelm et al.
Converging ecological and social crises have exposed the limits of prevailing models of human progress, highlighting the need for more inclusive and interdisciplinary approaches to advancing wellbeing and flourishing across human and non-human life. In this Personal View, we propose an ecological-collective-flourishing (e-co-flourishing) approach, whereby one's own human flourishing is pursued...
Mindfulness
September 3, 2025
Jesus Montero-Marin, Eleanor-Rose Farley, Shannon Maloney et al.
Objectives: No participant-rated tool exists for assessing MBI teaching competence. This study aimed to develop and validate the MBI:PAT to address this limitation. The primary objective was to develop a new measure, the Mindfulness-based Interventions: Participants' Assessment of Teaching" (MBI:PAT), and to evaluate its psychometric properties across several studies using independent samples....
Prevention Science
August 1, 2022
Kate Tudor, Shannon Maloney, Anam Raja et al.
There is evidence that universal school-based mindfulness training (SBMT) can have positive effects for young people. However, it is unknown who benefits most from such training, how training exerts effects, and how implementation impacts effects. This study aimed to provide an overview of the evidence on the mediators, moderators, and implementation factors of SBMT, and propose a conceptual...
Evidence-Based Mental Health
July 12, 2022
Willem Kuyken, Susan Ball, Catherine Crane et al.
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...
Mindfulness
June 21, 2018
Stephanie Wilde, Anna Sonley, Catherine Crane et al.
74 citations
This paper examined the facilitators and barriers to implementation of mindfulness training (MT) across seven secondary/high schools using a qualitative case study design. Schools varied in level of implementation. Within schools, head teachers, members of school senior leadership teams, and staff members involved in the implementation of MT were interviewed individually. In addition, focus...