Holopainen Marianne, Hintsanen Mirka, Lahti Jari, Vahlberg Tero, Volanen Salla-Maarit
Doctoral Programme in Human Behaviour, University of Helsinki Doctoral School, Helsinki, Finland.
Folkhälsan Research Center, Helsinki, Finland.
Scand J Psychol. 2025 Jun;66(3):338-354. doi: 10.1111/sjop.13090. Epub 2024 Dec 15.
Existing studies suggest that mindfulness-based interventions (MBIs) can reduce ADHD symptoms when delivered as targeted clinical programs to young people diagnosed with ADHD. However, there is currently a lack of research on whether MBIs are effective in reducing elevated ADHD symptoms when delivered as universal programs to whole classes in schools. This study investigated the effects of a universal nine-week MBI (.b program) on students' elevated ADHD symptoms using an cluster randomized controlled trial (RCT) design. The modifying effects of pupils' baseline characteristics (gender, age, and socioeconomic status) and home-practice intensity were examined. A total of 3519 adolescents aged 12 to 15 years from Finnish schools were randomized into an MBI group, a relaxation-based active-control group, and a passive-control group. ADHD symptoms were measured at baseline (T0), at nine weeks (T9), and at 26-weeks (T26, follow-up) using parent-reported assessments. The study found no positive intervention effects on parent-reported ADHD symptoms in the MBI group compared to the control groups. Neither boys nor girls benefited from the MBI. The same was true of different age groups and socioeconomic levels. Moreover, regular home practice during the follow-up period did not strengthen the intervention effects. The results do not support the use of brief, universal MBIs in whole school classes as part of the routine curriculum to reduce elevated ADHD symptoms in adolescents. Further research is essential to identify optimal content and delivery methods for MBIs in schools. Particularly among adolescents with elevated ADHD symptoms, targeted MBIs, adapted to the unique needs of this subgroup, should be examined. Trial Registration: Healthy Learning Mind-a school-based mindfulness and relaxation program: a study protocol for a cluster randomized controlled trial (RCT) ISRCTN18642659 retrospectively registered on 13 October 2015. The full trial protocol can be accessed at http://rdcu.be/t57S.
现有研究表明，以正念为基础的干预措施（MBIs）作为针对被诊断患有注意力缺陷多动障碍（ADHD）的年轻人的临床项目时，可以减轻ADHD症状。然而，目前缺乏关于MBIs作为学校全校性课程时，在减轻ADHD症状方面是否有效的研究。本研究采用整群随机对照试验（RCT）设计，调查了为期九周的全校性MBI（.b项目）对学生ADHD症状加重情况的影响。研究还考察了学生基线特征（性别、年龄和社会经济地位）及家庭练习强度的调节作用。来自芬兰学校的3519名12至15岁青少年被随机分为MBI组、基于放松的积极对照组和消极对照组。使用家长报告评估法在基线（T0）、九周时（T9）和26周时（T26，随访）测量ADHD症状。研究发现，与对照组相比，MBI组在家长报告的ADHD症状方面没有积极的干预效果。男孩和女孩都没有从MBI中受益。不同年龄组和社会经济水平的情况也是如此。此外，随访期间的定期家庭练习并没有增强干预效果。研究结果不支持在全校班级中使用简短的全校性MBIs作为常规课程的一部分来减轻青少年ADHD症状加重的情况。进一步的研究对于确定学校中MBIs的最佳内容和实施方法至关重要。特别是对于ADHD症状加重的青少年，应研究适合该亚组独特需求的针对性MBIs。试验注册：健康学习心态——一项基于学校的正念与放松项目：一项整群随机对照试验（RCT）的研究方案，ISRCTN18642659，于2015年10月13日进行回顾性注册。完整的试验方案可在http://rdcu.be/t57S获取。
