Using Contemplative Practices with Teacher Candidates to Decrease Stress and Increase Flourishing
Journal of Special Education Preparation May 5, 2026 Kristine Larson, Nelson Brunsting, Elizabeth Callison et al.
Stressful working conditions contribute to teacher shortages in special education. While systemic changes are needed, teaching stress-reducing strategies in special education teacher preparation programs may support educators' well-being and reduce burnout, potentially lowering attrition and increasing retention. This article describes an approach used by university faculty to integrate contemplative practices—mindful breathing, meditation, and gratitude writing—into special education teacher preparation courses. Implications for using this approach within and beyond special education teacher preparation coursework are discussed.