Teaching Mindfulness-Based Programs online: perceived costs and benefits.
Alison M Burton, Rebecca S. Crane, Gemma M Griffith
BMC Psychology December 9, 2025 DOI: 10.1186/s40359-025-02983-8 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 109 |
| Population | Mindfulness-Based Program (MBP) teachers, primarily based in the United Kingdom |
| Topics | Meditation |
| Keywords | Humans Education, distance Teaching Internet Adult Middle aged Cost-benefit analysis Female Surveys and questionnaires United kingdom Mental health Teachers Online Mbi Mindfulness-based programs mbps |
| Key findings | MBP teachers reported challenges in teaching online, including embodying mindfulness and safeguarding participants, but were mostly positive about online delivery because of wider accessibility. The survey also highlighted a lack of demographic diversity among online mindfulness teachers. The authors argue that best practice for online MBP delivery needs further attention, particularly around embodiment and safeguarding, and that the apparent lack of diversity could limit the reach of MBPs, though the representativeness of the sample is unknown. |
Abstract
Objectives: This study examines the demographics of those who teach Mindfulness-Based Programs (MBPs) online, and their experiences of the online teaching process. Understanding these issues could inform strategies to widen access and enables understanding of the challenges and opportunities of teaching MBPs online versus in-person.
Methods: Data from 109 mindfulness MBP teachers were collected via a 50-question online survey, originating in the United Kingdom (UK). Responses were analysed using SPSS. Content Analysis was undertaken on the qualitative responses to identify key themes.
Results: Teachers articulated some challenges in teaching MBPs online such as embodying mindfulness and safeguarding participants. Teachers were mostly positive about online teaching for reasons such as wider accessibility. The survey also highlighted the lack of demographic diversity amongst the online mindfulness teaching community.
Conclusions: The field would benefit from further considering best practice concerning nuanced aspects of online MBP delivery, particularly around how embodiment is communicated and safeguarding participants. The challenges and opportunities identified in this study are likely to be applicable to other online learning and therapeutic environments. The apparent lack of diversity amongst MBP teachers could limit the potential for MBPs to impact broad sectors of societies, though it is unknown how representative the current sample is.
Comparable studies
Other qualitative studies on meditation, most cited first.
Citations in the library
Cited by 1
Cites 11
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