MindOut is a school-based intervention for children between the ages of 15 and 18. It is delivered by a teacher to groups of 20 to 25 students for 13 weeks.
The information above is as offered/supported by the intervention provider.
15 to 18 years old
Group
MindOut is a universal, school-based intervention for adolescents aged 15 to 18, aimed at improving social and emotional skills and promoting positive mental health and wellbeing. It is delivered by teachers in secondary school settings and consists of 13 interactive sessions, typically implemented over 12 weeks within a 35- to 40-minute class period. Suitable for transition year or 5th-year students, the intervention engages groups of 20 to 25 students through active learning techniques, including discussions, games, group work, and scenarios.
MindOut covers topics related to psychoeducation, social and emotional learning, and mindfulness, focusing on skills such as self-esteem, coping, empathy, and communication. Sessions incorporate video clips to illustrate weekly topics, and each concludes with a ‘Practice at Home’ activity, encouraging students to apply their learned skills outside the classroom.
15 to 18 years old
Universal
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Teenagers between childhood and late adolescence have a range of mental health needs.
Science-based assumption
Social and emotional skills promote positive mental health and wellbeing and protect against negative problem behaviours and poor mental health outcomes.
Science-based assumption
Young people aged 15 to 18 years old.
Intervention
MindOut teaches young people a range of SEL skills including self-esteem, coping skills, empathy, communication, and problem-solving which promote positive wellbeing and protect against negative mental health outcomes.
Short-term
In the short term, young people build their awareness of, and ability to apply, skills across the five core SEL competencies (CASEL) including self-awareness, self-management, social awareness, relationship management, and responsible decision-making.
Medium-term
In the longer term, young people have increased mental wellbeing outcomes.
Long-term
The young people have a reduction in poor mental health outcomes including stress, depression, and anxiety.
Students aged 15 to 18 years old who are enrolled full-time in either 4th (transition) year or 5th year.
MindOut is delivered in 13 sessions of 40 to 60 minutes’ duration each by teachers, to groups of 20 to 25 students.
The practitioner who delivers this intervention is a teacher who has attended a one-day comprehensive training session, delivered by a Health Promotion Officer (HPO) from the Health and Wellbeing Division of the national Health Service Executive (HSE).
The practitioners have one-day of intervention training. Booster training of practitioners is not required.
Information not available.
Intervention fidelity is maintained through the following processes:
Contact person: Meabh McGuinness
Organisation: HSE Health and Wellbeing
Email address: Meabh.mcguinness@hse.ie
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
MindOut’s most rigorous evidence comes from a singular RCT which was conducted in Ireland. The intervention can be described as evidence-based: it has evidence from at least one rigorously conducted RCT or QED demonstrating a statistically significant positive impact on at least one child outcome.
This study identified statistically significant improvements in emotion regulation (suppression subscale), coping skills (avoidance and social support), and mental health (stress and depression).
| Identified in search | 1 |
| Studies reviewed | 1 |
| Meeting the L2 threshold | 0 |
| Meeting the L3 threshold | 1 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 0 |
| Study design | RCT |
| Country | Ireland |
| Sample characteristics | The sample consisted of 675 adolescents aged between 15 and 18 years of age, who were in 4th/transition year or 5th year, from 34 disadvantaged schools in Ireland |
| Race, ethnicities, and nationalities | Not reported |
| Population risk factors | Participants were from 34 disadvantaged schools in Ireland, which often had lower baseline mental health and wellbeing scores compared to national averages |
| Timing |
|
| Child outcomes |
|
| Other outcomes | None |
| Study rating | 3 |
| Citations | Dowling, K., Simpkin, A. J. & Barry, M. M. (2019) A cluster randomized-controlled trial of the MindOut social and emotional learning program for disadvantaged post-primary school students. Journal of Youth and Adolescence. 48, 1245–1263. |
No other studies were identified for this intervention.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
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Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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