Mindfulness-informed school-based mental health curricula show much promise in cultivating a positive school climate which supports the well-being and mental health of pupils and staff. However, non-positive pupil outcomes and experiences of school-based mental health interventions are often under-recognised and under-reported. This study sought to capture non-positive pupil experiences of a popular mindfulness-informed curriculum. Some pupils across all schools in the study described non-positive experiences, including having troubling thoughts and emotions, and not finding the programme effective. Contexts surrounding these experiences are explored and linked to existing literature, and subsequent recommendations for improvements are made, including the importance of having clear programme structure, definitions and aims, acknowledging and accommodating fidelity issues as best as possible, and better highlighting the potential for non-positive experiences and how they may be reduced.

以正念为基础的学校心理健康课程在培养积极的学校氛围方面显示出很大的希望，从而支持学生和教职员工的福祉和心理健康。然而，学校心理健康干预措施的非积极学生成果和经历往往未被充分认识和报告。这项研究旨在捕捉流行的正念课程中非积极的学生体验。研究中所有学校的一些学生都描述了一些不积极的经历，包括有令人不安的想法和情绪，以及发现该计划无效。围绕这些经验的背景进行了探讨，并与现有文献联系起来，随后提出了改进建议，包括制定明确的计划结构、定义和目标的重要性，尽可能地承认和适应忠诚度问题，以及更好地强调非-积极的经历以及如何减少它们。