Recently, Johnson et al. (
2017) published the results of a study examining the effect of a nine-lesson mindfulness intervention on adolescent mental health in schools in South Australia (“A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: Do we have the recipe right yet?”). Their results indicated no change in anxiety, depression, weight/shape concerns, well-being, or mindfulness as a result of the mindfulness intervention at the intervention’s end, nor any changes at 6- or 12-month follow-up points. Their results were a replication of a null result in their previous study (Johnson et al.
2016 “Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents”). Their research was well conducted, including randomized control design, a very experienced mindfulness teacher, and sufficient power to detect meaningful effects. They also used a well-established mindfulness program adapted for use in schools (the .b program). …
