145705 20260217205537.0 doi 10.1007/s12310-024-09722-1 sideral 140643 ART-2024-140643 eng Aguilera, Pilar Applying a School-Based Mindfulness and Compassion Program (“Escuelas Despiertas”) in Spanish Secondary Schools to Reduce Psychological Distress in Adolescents: A Randomized Controlled Trial 2024 Access copy available to the general public Unrestricted Adolescents present high risk of developing mental health problems. Different school-based programs have been designed to prevent and treat the psychological distress that they often experience with disparate results. In this study, we tested the efficacy of a school-based program framed into the “Escuelas Despiertas” initiative that teaches adolescents mindfulness and compassion to improve their mental health. In this randomized controlled trial, high school students from four Spanish secondary education centers (N = 277) were randomly assigned to a school-based 10-session mindfulness and compassion program (“Escuelas Despiertas”) or a relaxation program. Participants were assessed at baseline, posttreatment, and at 6-month follow-up. The main outcome was psychological distress (General Health Questionnaire, GHQ-12). Classroom climate and relaxation habits, among others, were assessed as secondary outcomes. Students who underwent the “Escuelas Despiertas” program experienced small within group improvements posttreatment in GHQ-12 scores (p = 0.001, d = 0.31) and in relaxation habits (p = 0.001, d = 0.35), although these were not significant compared to the control group. Classroom climate presented a small deterioration in the “Escuelas Despiertas” group compared to the relaxation group in the follow-up assessment, but this effect was not statistically significant after correcting for multiple comparisons. In conclusion, the “Escuelas Despiertas” program produced small short-term improvements in psychological distress and relaxation habits in adolescents which were not significant compared to a relaxation intervention. In line with previous studies, it seems that punctual interventions delivered during some weeks might not be the best approach for adolescents, for whom mindfulness- and-compassion-based programs may not be engaging enough for different reasons. info:eu-repo/grantAgreement/ES/DGA/B17-20R info:eu-repo/grantAgreement/ES/ISCIII/CIBERESP/CB22-02-00052 info:eu-repo/grantAgreement/ES/ISCIII/CP21-00080 info:eu-repo/grantAgreement/ES/ISCIII/ ICI20-00080 info:eu-repo/semantics/openAccess by https://creativecommons.org/licenses/by/4.0/deed.es 3.7 2024 PSYCHOLOGY, EDUCATIONAL 15 / 74 = 0.203 2024 Q1 T1 PSYCHOLOGY, DEVELOPMENTAL 17 / 94 = 0.181 2024 Q1 T1 1.342 2024 Education 2024 Q1 Developmental and Educational Psychology 2024 Q1 5.2 2024 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Navarro-Gil, Mayte Universidad de Zaragoza (orcid)0000-0003-4842-0453 Pérez-Aranda, Adrián Armas-Landaeta, Carilene Beltrán-Ruiz, María Universidad de Zaragoza (orcid)0000-0003-0786-535X Rodríguez-Freire, Carla Camarero-Grados, Loreto Universidad de Zaragoza (orcid)0009-0009-0106-7673 García-Campayo, Javier Universidad de Zaragoza (orcid)0000-0002-3797-4218 Montero-Marín, Jesús 4009 740 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicología Social 1007 745 Universidad de Zaragoza Dpto. Medicina, Psiqu. y Derm. Area Psiquiatría 4009 735 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicolog.Evolut.Educac (2024), [13 pp.] Sch. ment. health School mental health 1866-2625 1071976 http://zaguan.unizar.es/record/145705/files/texto_completo.pdf Versión publicada 2160655 http://zaguan.unizar.es/record/145705/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:145705 articulos driver 2026-02-17-20:34:57 ARTICLE