Table 1

Preintervention school and teacher characteristics by trial arm status and overall

SBMT armTAU armTotal
School characteristics K=43 K=42 K=85
Region
 England, n (%)38 (88)37 (88)75 (88)
 Scotland, n (%)1 (2)2 (5)3 (4)
 Wales, n (%)2 (5)1 (2)3 (4)
 Northern Ireland, n (%)2 (5)2 (5)4 (5)
School size—at least 1000 students, n (%)20 (47)23 (55)43 (51)
Type of school
 Mixed, n (%)36 (84)38 (90)74 (87)
 Girls, n (%)7 (16)4 (10)11 (13)
School quality rating
 Requires improvement, n (%)6 (14)5 (12)11 (13)
 Outstanding/good, n (%)37 (86)37 (88)74 (87)
Deprivation
 Above median percentage eligible for free school meals, n (%)15 (35)15 (36)30 (35)
 Below median percentage eligible for free school meals, n (%)28 (65)27 (64)55 (65)
Provision of Social Emotional Learning (SEL), mean (SD)12 (2.5)12 (2.6)12 (2.6)
Teacher characteristics N=362 N=317 N=679
Age, mean (SD)40.2 (8.9)39.1 (9.2)39.7 (9.0)
Gender
 Female, n (%)283 (78.4)223 (70.4)506 (74.6)
 Male, n (%)77 (21.3)93 (29.3)170 (25.1)
 Other, n (%)1 (0.3)1 (0.3)2 (0.3)
Ethnicity
 Arab/Arab British, n (%)0 (0.0)2 (0.6)2 (0.3)
 Asian/British Asian, n (%)7 (1.9)13 (4.1)20 (3.0)
 Black/African/Caribbean, n (%)2 (0.6)3 (1.0)5 (0.7)
 Mixed/Multiple Ethnic Group, n (%)9 (2.5)4 (1.3)13 (1.9)
 White, n (%)341 (94.5)292 (92.1)633 (93.4)
 Other Ethnic Group, n (%)2 (0.6)3 (1.0)5 (0.7)
Qualified teacher status, n (%)353 (97.8)309 (97.5)662 (97.6)
Years teaching experience, mean (SD)12.9 (8.5)12.2 (8.6)12.6 (8.6)
Experience of mindfulness
 Currently practising mindfulness, n (%)39 (10.8)21 (6.6)60 (8.9)
 Some understanding of mindfulness, n (%)291 (80.6)268 (84.5)559 (82.5)
 Not aware of mindfulness, n (%)31 (8.6)28 (8.8)59 (8.7)
School Climate and Connectedness Survey (SCCS)
 School leadership and involvement, mean (SD)3.9 (0.6)3.9 (0.6)3.9 (0.6)
 Staff attitudes, mean (SD)4.1 (0.6)4.2 (0.6)4.2 (0.6)
 Respectful climate, mean (SD)3.8 (0.6)3.8 (0.6)3.8 (0.6)
Maslach Burnout Inventory (MBI Educators Survey)
 Emotional exhaustion, mean (SD)2.4 (1.2)2.3 (1.2)2.4 (1.2)
 Depersonalisation, mean (SD)0.7 (0.7)0.7 (0.8)0.7 (0.8)
 Personal accomplishment, mean (SD)1.0 (0.7)1.1 (0.8)1.0 (0.7)
Mindfulness in Teaching Scale (MTS)
 Interpersonal, mean (SD)20.6 (2.5)20.6 (2.6)20.6 (2.6)
 Intrapersonal, mean (SD)33.4 (5.2)34.0 (5.6)33.7 (5.4)
Perceived Stress Scale (PSS), mean (SD)16.4 (7.0)16.5 (7.2)16.4 (7.1)
Patient Health Questionnaire (PHQ-9), mean (SD)5.2 (4.3)5.2 (4.6)5.2 (4.4)
Generalised Anxiety Disorder—7 (GAD-7), mean (SD)4.3 (4.0)4.7 (4.5)4.5 (4.2)
Five Facet Mindfulness Questionnaire (FFMQ-SF), mean (SD)83.6 (12.6)84.7 (13.4)84.1 (13.0)
Teachers' Sense of Efficacy Scale (TSES)
 Student engagement, mean (SD)6.9 (1.1)6.8 (1.1)6.9 (1.1)
 Instructional practice, mean (SD)7.3 (1.0)7.4 (1.0)7.3 (1.0)
 Classroom management, mean (SD)7.6 (1.0)7.5 (1.0)7.6 (1.0)
  • Data on preintervention school characteristics are provided for all schools in the SBMT arm. Of the 42 schools, 41 in the TAU provided data on SEL provision. Data on all other preintervention school characteristics are provided for all schools in the TAU arm. No all boys schools were recruited. Sample size ranges from 360 to 362 teachers in the SBMT arm and 316 to 317 teachers in the TAU arm. In the SBMT arm, all 362 teachers provided data on the SCCS respectful climate subscale and MBI subscales. Three hundred sixty-one teachers provided data on age, gender, ethnicity, qualified teacher status, years teaching experience, experience of mindfulness, SCCS school leadership and involvement and staff attitudes subscales, PSS, PHQ-9, GAD-7, FFMQ-SF and TSES subscales. Three hundred sixty teachers provided data on MTS subscales. In the TAU arm, all 317 teachers provided data on gender, ethnicity, qualified teacher status, years teaching experience, experience of mindfulness and SCCS subscales. Three hundred sixteen teachers provided data on age, MBI subscales, MTS subscales, PSS, PHQ-9, GAD-7, FFMQ-SF and TSES subscales.