Using Contemplative Practices with Teacher Candidates to Decrease Stress and Increase Flourishing
Kristine Larson, Nelson Brunsting, Elizabeth Callison, Lydia Beahm, Matthew T. Lee
Journal of Special Education Preparation May 5, 2026 DOI: 10.33043/nwkmq7652zw (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Interventions | meditation gratitude writing) |
| Topics | Anxiety Meditation |
| Keywords | Contemplation Coursework Gratitude Attrition Teacher preparation Special education Flourishing Economic shortage Teacher education Pedagogy Stress linguistics Burnout Mathematics education Medical education Burn out Well-being Higher education Fluency |
| Key points | Argues that integrating contemplative practices into special education teacher preparation may reduce burnout and support well-being, potentially improving teacher retention. |
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.