Publications & Outputs

Abbott, P. (2022), "Can mindfulness training in primary schools promote mental wellbeing in Sub-Saharan Africa?", Open Access Government, January 2023, pp.158-159. Available here.

Abbott, P., Nixon, G., and Shanks, R. (2023) "School of Education Staff Involved in Major Global Health Project" in Learning Strands, University of Aberdeen School of Education, February 2023, Issue 8, p.2. Available here.

Abbott, P., Nixon, G., Stanley, I., and D'Ambruoso, L. (2024) A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils' mental wellbeing, Frontiers in Public Health, vol 11-2023. Available at: https://doi.org/10.3389/fpubh.2023.1309649 (Accessed 15th February 2024).

1. Project Launch, 3rd October 2022: Project Launch Presentation and Project Launch Minutes

2. Presentation to the School of Education Research & Scholarship Seminar Series: Abbott, P., Nixon, G. and Shanks, R. (2023) Overview of the Project - NIHR GHRG on Promoting Children's and Adolescent's Mental Wellbeing in sub-Saharan Africa, [Presentation] 31st May 2023. 

3. Presentation by Professor Wenceslas Nzabalirwa on Mindfulness in Schools to the International Advisory Board, 1st June 2023: PowerPoint Slides.

Study protocol for a Critical Realist pilot cluster-randomised controlled trial of a whole-school-based mindfulness intervention (SMBI) promoting child and adolescent mental wellbeing in Rwanda and Ethiopia

The pre-print is available at: Abbott, P., D'Ambruoso, L., Yared, M., McNamee, P., Hailu, T. and Nzabalirwa, W. (2023) Study protocol for a Critical Realist pilot cluster-randomised controlled trial of a whole-school-based mindfulness intervention (SMBI) promoting child and adolescent mental wellbeing in Rwanda and Ethiopia, medRxiv. Available at: https://doi.org/10.1101/2023.05.10.23289769 (Accessed 07th June 2023).

A protocol for a systematic critical realist synthesis of school mindfulness interventions designed to promote pupils' mental wellbeing

The protocol for our first systematic literature review has been registered with PROSPERO. The registration is available at: Abbott, P., Stanley, I., Nixon G., and D'Ambruoso, L. (2023) A protocol for a systematic critical realist synthesis of school mindfulness interventions designed to promote pupils' mental wellbeing, PROSPERO 2023 CRD42023410484. Available at: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023410484 (Accessed 03rd April 2023).

The pre-print is available at: Abbott, P., Stanley, I., Nixon G., and D'Ambruoso, L. (2023) A protocol for a systematic critical realist synthesis of school mindfulness interventions designed to promote pupils' mental wellbeing, medRxiv. Available at: https://doi.org/10.1101/2023.04.06.23288255 (Accessed 25th April 2023).

A protocol for a critical realist systematic synethesis of school climate change interventions designed to promote pupils' wellbeing in Low- and Middle-Income Countries

The protocol for our second systematic literature review has been registered with PROSPERO. The registration is available at: Abbott, P., Shanks, R,, Stanley, I., and D'Ambruoso, L. (2023). A protocol for a critical realist systematic synethesis of school climate change interventions designed to promote pupils' wellbeing in Low- and Middle-Income Countries, PROSPERO 2023 CRD42023417735. Available at: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023417735 (Accessed 25th April 2023).

The pre-print is available at: Abbott, P., Shanks, R,, Stanley, I., and D'Ambruoso, L. (2023). A protocol for a critical realist systematic synethesis of school climate change interventions designed to promote pupils' wellbeing in Low- and Middle-Income Countries, medRxiv. Available at: https://doi.org/10.1101/2023.05.18.23290176 (Accessed 07th June 2023).

A review of scientific theories used to justify the delivery of school-based mindfulness programmes. A protocol for a scoping review.

The pre-print is available at: Abbott, P., Nixon, G., Stanley, I., and D'Ambruoso, L. (2023) A review of scientific theories used to justify the delivery of school-based mindfulness programmes. A protocol for a scoping review, medRxiv. Available at: https://doi.org/10.1101/2023.06.19.23291616 (Accessed 04th July 2023).

Inaugural Policy Actor Event, Kigali, Rwanda, September 2023

Project team members were joined by policy actors at local, national, and international levels, and from governmental organisations, development agencies, and NGOs, to discuss the project. 

Resources

The agenda is available here.

Attendees recieved the project brief, here.

The collated slides are available here.

Media outputs

Bahizi, H. (2023) 'Unlocking the potential of mindfulness; A Sub-Saharan initiative to enhance child, adolescent mental wellbeing', The New Times, 13 September. Available at: www.newtimes.co.rw/article/10738/news/featured/unlocking-the-potential-of-mindfulness-a-sub-saharan-initiative-to-enhance-child-adolescent-mental-wellbeing (Accessed 15th February 2024).

University of Aberdeen (2023) 'Sub-Saharan wellbeing project takes another leap forward', 13 September. Available at: www.abdn.ac.uk/education/research/cgd/news/22271/ (Accessed 15th February 2024).

Photos © University of Aberdeen, 2023

Policy Actor Launch Event, 26th September 2023, Addis Ababa, Ethiopia.

Written resources

The event agenda is available here.

The event report is available to read here.

Photo © University of Aberdeen, 2023.

Slide decks

Overview of the NIHR GHRG on Promoting Children's and Adolescent's Mental Wellbeing in Sub-Saharan Africa Project (Dr Tsion Hailu)

Contextual Analysis Slides (Dr Kibur Engdawork)

Mindfulness and Developing a Mindfulness Intervention in Schools Slides (Dr Elias Sebsibe)

Impact of a Whole-School Mindfulness Intervention on Child and Adolescent Mental Health Wellbeing and its Relevance for Policy Actors Slides (Professor Pamela Abbott)