This systematic review examined previous findings on the effects of mindfulness-based interventions (MBIs) on pre-service and in-service K-12 teachers’ general mindfulness, mindful teaching (i.e., intra- and interpersonal mindfulness), and self-efficacy. In addition, we used the treatment fidelity tool for MBIs to descriptively examine the associations between implementation fidelity and...
February 16, 2026Pooja Sahni, Chirag Hareshkumar Rajyaguru, Ashita Allam Raju et al.
This chapter explores the integration of contemplative practices and ecological learning in early childhood education as a holistic approach to fostering child development and advancing Sustainable Development Goals (SDGs). Drawing on insights from research and science, we examine how mindfulness, meditation, and immersive natural experiences synergistically enhance cognitive, emotional, and...
This chapter introduces mindful metacognition as a critical biohack for the twenty-first century—a powerful, evidence-based approach to addressing chronic stress, emotional reactivity, cognitive overload, and social fragmentation. Drawing from evolutionary psychology, neuroscience, and contemplative traditions, the chapter explores how modern life activates maladaptive threat responses,...
Teaching is a demanding profession with teachers of very young children reporting high rates of stress and exhaustion. We tested the effects of a relationship-focused professional development intervention designed to enhance teachers' use of mindfulness-based strategies to support coping on trajectories of teachers' stress, exhaustion (emotional, physical, and mental), and coping. Infant and...
June 20, 2023Joshua L. Brown, Patricia A. Jennings, Damira S. Rasheed et al.3 citations
preprint
Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (Mage = 41.5) and 5200 children (Mage = 7.7years, tested direct and moderated effects of the...
Accumulating research in education shows that contemplative practices contribute to and foster well-being of individuals in sustainable ways. This bears special importance for teachers, as it affects not only them but also their students. Based on accumulating behavioral and neuroscientific findings, it has been suggested that a key process by which mindfulness meditation enhances...
Drawing upon research in neuroscience, cognitive science, developmental psychology and education, as well as scholarship from contemplative traditions concerning the cultivation of positive development, we highlight a set of mental skills and socio-emotional dispositions that we believe are central to the aims of education in the 21(st) century. These include self-regulatory skills associated...
Contemplative practices are believed to alleviate psychological problems, cultivate prosocial behavior and promote self-awareness. In addition, psychological science has developed tools and models for understanding the mind and promoting well-being. Additional effort is needed to combine frameworks and techniques from these traditions to improve emotional experience and socioemotional behavior....
Self-transcendence has been hypothesized to be a critical component of wisdom (Curnow, 1999) and adaptation in later life (Tornstam, 1994). It reflects a decreasing reliance on externals for definition of the self, increasing interiority and spirituality, and a greater sense of connectedness with past and future generations. The Adult Self-Transcendence Inventory was administered to 351...