3 months post-randomisation
12 months post-randomisation
Educator: age, number of years as an early childhood educator|
Parent: family composition, parental education and age, language spoken at home, child age
|Program feasibility, acceptability, and fidelity|
|User experience||Study-designed questions assessing use of the program, best and worst aspects of the program, continued use of the program, recommendation of the program to others|
|Evaluation of implementation||Study-designed questions assessing usefulness of the program, implementation of the program, barriers to using the program, fidelity to the program, quality of training in the program, comments about the program|
|Fidelity||Study-designed questions assessing daily implementation of activities undertaken by educators||
daily, for 8 weeks|
|Knowledge and use of mindfulness theory and techniques||Study-designed questions assessing previous/current training in and use of mindfulness, techniques, length of time, and frequency that they have used mindfulness techniques|
|Parent and educator measures|
|Class climate/teacher-student relationships||Adapted version of the Student–Teacher Relationship Scale short (STRS) [38, 39]: 15-item validated scale designed to assess the individual teacher-student relationship, but adapted for use with whole class (α > .80).|
|Dispositional mindfulness||Cognitive and Affective Mindfulness Scale-revised (CAM-R) : 12-item validated scale measuring the tendency for the respondent to be mindful in daily life, including four components of mindfulness (attention, present-focus, awareness, and acceptance). Higher scores indicate a more mindful disposition.|
3 items used by Smiling Mind to assess self-reported wellbeing of adults using the SM app/website : Please indicate how each of the following describes your feelings when you think about your life in general? (0 = not at all, 10 = extremely)|
• How happy do you generally feel?
• How content do you generally feel?
• How alert do you generally feel?
|Child social/emotional behaviour||Strengths and Difficulties Questionnaire : 25-item validated measure assessing child’s socio-emotional behaviour, including 5 scales: hyperactivity/inattention, conduct problems, emotional symptoms, peer relationship problems, and prosocial behaviour (α = .73).|
|Child irritability||Affective Reactivity Index : 6-item validated measure assessing child irritability behaviours (e.g. the child gets angry frequently), responses range from 0 (not true) to 2 (certainly true) (α > .80).|
|Child sleepiness||Selected item from the Paediatric Sleep Questionnaire : Does your/this child have a problem with sleepiness during the day? (yes/no/do not know)|
|Child executive function||Childhood Executive Functioning Inventory (CHEXI) : 24-item validated measure assessing executive functioning in 4–12-year-old children. It includes 4 subscales: working memory, planning; regulation, and inhibition. Factor analysis for children in kindergarten identifies two factors—working memory (working memory and planning subscales) and inhibition (regulation and inhibition subscales) (α > .74).|
|Child academic/pre-academic approaches to learning||Approaches to learning questions—from the Longitudinal Study of Australian Children (LSAC), adapted from kindergarten through first grade parent social rating scale [46, 47]: 6 items in which parents/educators indicate how frequently the child exhibited the behaviour or characteristic relating to learning experiences. Response scales range from ‘1 = never’ to ‘4 = very often.’|
|Child temperament||Single item from LSAC : Compared to others I think my child is… (much easier than average, average, more difficult than average, much more difficult than average, cannot say)|
|Child sleep||Single item from the LSAC : How much is your child’s sleeping pattern or habits a problem for you? (no/small/moderate/large)|
|Family and parent-child outcomes|
|Parent mental health||Depression Anxiety and Stress Scales (DASS-21) : 21-item validated self-report measure, with three scales for depression, anxiety, and stress. Each scale consisting of 7 items ranging from 1 to 4 rating the extent to which the respondent had experienced each state over the past week (α > .85).|
|Parent sleep quality||
2 items from Pittsburgh Sleep Quality Questionnaire, modified by LSAC :|
• During the past month, how would you rate your own sleep quantity overall?
• During the past month, how would you rate your own sleep quality overall?
|Impact of pre-schoolers behaviour on family relationships and activities||PEDS-QL Family Impact Module : This measure includes 5 items assessing problems with family relationships, including communication, stress, conflicts between family members, and difficulty making decisions and solving problems as a family and 3 items assessing problems with daily activities (α > .90).|