Using Contemplative Practices with Teacher Candidates to Decrease Stress and Increase Flourishing

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.

Study at a glance

Abstract

Stressful working conditions continue to impact teacher shortages in special education. Although systemic changes are necessary to improve special educators’ experiences in schools, offering explicit instruction on stress-reducing strategies in special education teacher preparation programs may support special educators’ flourishing/comprehensive well-being and reduce burnout, thereby reducing teacher attrition and increasing retention. In this article, we describe an approach used by university faculty to integrate contemplative practices (i.e., mindful breathing, meditation, and gratitude writing) in special education teacher preparation courses. Implications for using this approach within and beyond special education teacher preparation coursework are discussed.