Mindfulness Training in UK Secondary Schools: a Multiple Case Study Approach to Identification of Cornerstones of Implementation
Stephanie Wilde, Anna Sonley, Catherine Crane, Tamsin Jane Ford, Anam Raja, James Robson, Laura Taylor, Willem Kuyken
Mindfulness June 21, 2018 DOI: 10.1007/s12671-018-0982-4 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative case study Case report Peer reviewed |
|---|---|
| Population | Head teachers, senior leadership team members, and staff involved in or exposed to mindfulness training implementation in seven secondary/high schools |
| Intervention | Mindfulness training (MT) |
| Topics | Meditation |
| Citations | 74 |
| Key findings | Argues that successful implementation of mindfulness training in schools rests on four cornerstones: committed individuals who champion the approach with senior leadership support; sufficient time and financial resources for training and delivery; recognition that implementation is a gradual, non-linear journey; and a shared understanding among the school community of what mindfulness training is and why it is being introduced. |
Abstract
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 groups were conducted with other members of school staff to capture a broad range of views and perspectives. Across the case studies, several key themes emerged, which suggested four cornerstones to successful implementation of MT in schools. These were: people , specifically the need for committed individuals to champion the approach within their schools, with the support of members of the senior leadership teams; resources , both time and financial resources required for training and delivery of MT; journey , reflecting the fact that implementation takes time, and may be a non-linear process with stops and starts; and finally perceptions , highlighting the importance of members of the school community sharing an understanding what MT is and why it is being introduced in each school context. Similarities and differences between the current findings and those of research on implementation of other forms of school mental health promotion programs, and implementation of MT in healthcare settings, are discussed.
Comparable studies
Other case reports and case series on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Brain sources of EEG gamma frequency during volitionally meditation-induced, altered states of consciousness, and experience of the self Advanced meditator | 2001 | Case study | n = 1 |
| Mindfulness Meditation for Alcohol Relapse Prevention: A Feasibility Pilot Study Adult alcohol-dependent graduates of an intensive outpatient program | 2008 | Prospective case series | n = 19 |
| How does it feel to lack a sense of boundaries? A case study of a long-term mindfulness meditator. A single long-term mindfulness practitioner (S) with 40 years of practice in... | 2015 | Qualitative case study | n = 1 |
| Loving‐kindness meditation to enhance recovery from negative symptoms of schizophrenia Individuals suffering from schizophrenia-spectrum disorders with persistent negative... | 2009 | Case study | |
| Mindfulness-Based Cognitive Therapy for Problem Gambling A female problem gambler | 2011 | Case study | n = 1 |
Citations in the library
Cited by 10
- Comparison of the Effectiveness of Mindfulness-Based Social-Emotional Learning Program with/and without Transcranial Direct Current Stimulation on Emotional Self-Regulation and Problem-Solving Performance in Students with Attention-Deficit/Hyperactivity Disorder The Neuroscience Journal of Shefaye Khatam March 1, 2023
- School-based mindfulness: Application of the PARiHS framework to contextualize implementation. Journal of school psychology April 1, 2025
- Developing a School-based Mindfulness Intervention for Delivery in Rwanda and Ethiopia: Cultural Adaptation through Knotworking Research Square July 13, 2026
- Creating a Mindful Culture: Exploring Mental Models that Influence Mindfulness Implementation in Hospital Settings—An Action Research Study Mindfulness May 1, 2026
- School‐based yoga and mindfulness interventions for young adolescents: A qualitative study in a disadvantaged area British Journal of Health Psychology March 18, 2025
and 5 more in the library
Cites 7
- Prospects for a clinical science of mindfulness-based intervention. American Psychologist October 1, 2015
- Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students Campbell Systematic Reviews December 30, 2019
- Accessibility and implementation in the UK NHS services of an effective depression relapse prevention programme: learning from mindfulness-based cognitive therapy through a mixed-methods study April 3, 2017
- A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers. Psychology in the Schools November 28, 2016
- Assessing Fidelity of Implementation (FOI) for School-Based Mindfulness and Yoga Interventions: A Systematic Review. Mindfulness April 12, 2015
and 2 more in the library