Mindfulness interventions in secondary provision

The first chapter of this paper provides an introduction to the content and sets the context for the research, as well as providing personal reflections from the researcher. The second chapter of this document presents a systematic literature review, exploring the impact of mindfulness-based interventions in secondary education settings. Four databases were systematically searched with explicit consideration of inclusion and exclusion criteria and key terminology. 16 articles were identified and critically appraised. 

Studies took place predominantly in the USA, with two studies taking place in Spain and one in Thailand. Whilst findings between studies varied, critical evaluation of the papers suggested a correlation between mindfulness and improved well-being, including improved emotional awareness and reduced levels of anxiety, though the outcomes measured within each study differed. 

The impact of intervention was further evaluated by four key factors: the style of analysis, the impact of the environment, the effect of relationships and the frequency of the intervention sessions. Studies utilise correlational data making it impossible to infer causality, and therefore indicating a need for further research considering the effect of mindfulness, particularly in less represented groups, such as students in alternative provision (AP) settings or in countries outside of the USA. 

There appeared to be a paucity of literature considering the voices of young people (YP) completing mindfulness interventions, with many adopting a quantitative approach, which would also be a helpful focus for future research. The concept of well-being has become increasingly relevant in recent years, not least within the realm of education. Current understanding is that academic support alone is not enough to provide YP with the tools to thrive in later life. 

Research shows that many YP are struggling with their mental health but barriers to accessing services mean that they are often not receiving the support they need. A growing body of research has been exploring the potential positive impact of alternative well-being interventions. 

The empirical paper (Chapter 3) explores the experiences of YP attending an alternative provision setting following completion of a mindfulness intervention. The study adopted a qualitative approach, with seven participants completing a four-week mindfulness intervention created by the researcher. 

Semi- structured interviews took place with all seven participants following the intervention period. Data was analysed through inductive thematic analysis which identified four key themes: 'understanding and experience', 'experience of the mindfulness sessions', 'individual impact', and 'features of a good mindfulness session'. Implications for practice following the results are discussed, considering how adults working with YP in AP or at risk of exclusion from mainstream should prioritise targeted, preventative and collaborative approaches to supporting well-being.

Participant personal preference and needs contributed to their engagement with the sessions and so it will be helpful for the voices of the YP to be heard when designing interventions or curriculum- based support. Directions for future research are considered, with suggestions of further qualitative research to elicit the voices of YP in AP and considering how adaptations to mindfulness interventions within school could prove most beneficial. It would also be helpful for future research to be triangulated with information from school adults and parents.