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In attempts to mitigate risk of these difficulties, proactive wellbeing interventions are becoming increasingly explored in school settings. Recently, Compassionate Mind Training (CMT) has been shown to be well-accepted and efficacious in promoting school staff wellbeing and prosocial behaviours. This paper outlines the impact of CMT as a pupil wellbeing intervention.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Method<\/jats:title>\n                <jats:p>Sixty-seven pupils aged 11\u201312 took part in either Personal, Social, Health and Economic (PSHE) lessons as usual (<jats:italic>n<\/jats:italic>=30), or CMT-Pupils (<jats:italic>n<\/jats:italic>=37) as their PSHE lessons, over a 5-week period. A mixed-methods quantitative and qualitative design was utilised to explore implementation and curricula effectiveness across several wellbeing parameters (e.g., anxiety, self-compassion, perfectionism, moods and feelings, self-esteem).<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Results<\/jats:title>\n                <jats:p>Pupils reported positively on their experiences of the CMT-Pupils lessons, content and practices. Quantitative analyses revealed a significant time-by-group interaction effect for anxiety, reflecting differences in anxiety post CMT-Pupils vs. PSHE as usual. No further interactions reached significance. Qualitative analyses revealed benefits of CMT-Pupils for pupil and classroom behaviour, including emotion regulation, kindness to others and feelings of inclusion. Benefits were also found to extend to the class teachers.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Conclusions<\/jats:title>\n                <jats:p>CMT-pupils could be a promising school-based wellbeing intervention for improving prosocial behaviours, the classroom environment and protecting against deteriorations in child mental health. Larger scale explorations of CMT-Pupils across wider demographics, including investigation of who can deliver the curriculum efficaciously (e.g., teachers vs. external facilitators), are suggested as next steps for investigation.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Preregistration<\/jats:title>\n                <jats:p>This study was not preregistered.<\/jats:p>\n              <\/jats:sec>","DOI":"10.1007\/s12671-024-02303-y","type":"journal-article","created":{"date-parts":[[2024,2,3]],"date-time":"2024-02-03T13:02:26Z","timestamp":1706965346000},"page":"459-478","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":19,"title":["A Mixed-Methods Study of Compassionate Mind Training for Pupils (CMT-Pupils) as a School-Based Wellbeing Intervention"],"prefix":"10.1007","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5738-6491","authenticated-orcid":false,"given":"Frances A.","family":"Maratos","sequence":"first","affiliation":[]},{"given":"Wendy","family":"Wood","sequence":"additional","affiliation":[]},{"given":"Rory","family":"Cahill","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6262-8659","authenticated-orcid":false,"given":"Yessica Abigail","family":"Tronco Hern\u00e1ndez","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7320-7107","authenticated-orcid":false,"given":"Marcela","family":"Matos","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8431-9892","authenticated-orcid":false,"given":"Paul","family":"Gilbert","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2024,2,3]]},"reference":[{"key":"2303_CR1","unstructured":"AbilityLab. 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