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Effects of mindfulness-based intervention on teachers' work stress: A systematic review and meta-analysis of randomized controlled trials.

Zhixin Yan, Lei Wang, Bin-yu Chen, Jiabao Guo

Work June 3, 2026 DOI: 10.1177/10519815261435990 (opens in new tab)

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Study at a glance

AI-extracted from the abstract
Characteristics Systematic review and meta-analysis Randomized Peer reviewed
Sample size 2,119
Population Teachers
Intervention Mindfulness-based interventions
Topics Meditation
Keywords Education
Key findings Mindfulness-based interventions significantly reduced teachers' perceived stress (SMD = -2.37), increased mindfulness (SMD = 0.59), and decreased negative emotions (SMD = -0.95) compared with waitlist controls, though heterogeneity warrants caution.

Abstract

BackgroundIn recent years, the increasing demand for educational innovation and quality has created multiple occupational stressors for teachers. Long-term exposure to these stressors increases the risk of burnout, which influences mental and public health. Although numerous studies have evaluated the effectiveness of stress reduction interventions for educators, a gap exists in evidence-based research on mindfulness-based interventions (MBIs), specifically targeting this professional group.ObjectsThis study aims to evaluate the overall effects of MBIs on teachers' work stress.MethodsThis systematic review and meta-analysis focused on randomized controlled trials (RCTs) to evaluate the effectiveness of MBIs in alleviating teachers' work-related stress. Following the Preferred Reporting Items for Systematic Reviews and Meta-analyses 2020 guidelines, we searched five databases (PubMed, EMBASE, Cochrane, Web of Science, and PsycINFO) for relevant RCTs up to July 2025. We assessed the risk of bias using Cochrane RoB 2 tool.ResultsPooled data from 13 trials (N = 2119) showed that, compared with the waitlist control group, perceived stress significantly decreased after intervention (standardized mean difference, SMD = -2.37, 95% CI = [-4.40, -0.35]. Additionally, mindfulness levels increased (SMD = 0.59, 95% CI = [0.39, 0.79], p < 0.001), and negative emotions decreased (SMD = -0.95, 95% CI = [-1.27, -0.62], p < 0.001). However, the presence of methodological and clinical heterogeneity requires a cautious interpretation of these results.ConclusionFindings suggest that MBIs serves as an effective tool for reducing general perceived stress and improving teacher well-being. Results also emphasize the need to design and conduct studies with long-term follow-up.

Comparable studies

Other systematic reviews and meta-analyses on meditation, most cited first.

Study Year Design Participants
Meditation Programs for Psychological Stress and Well-being Diverse adult clinical populations 2014 Meta-analysis n = 3,515
Mindfulness-Based Stress Reduction for Stress Management in Healthy People: A Review and Meta-Analysis Healthy subjects 2009 Systematic review and meta-analysis
The psychological effects of meditation: A meta-analysis. Nonclinical groups of adult meditators 2012 Meta-analysis n = 163
Efficacy of Mindfulness-Based Cognitive Therapy in Prevention of Depressive Relapse Adults with recurrent depression in full or partial remission 2016 Meta-analysis of individual patient data from randomized controlled trials n = 1,258
Mindfulness‐Based Stress Reduction and Mindfulness‐Based Cognitive Therapy – a systematic review of randomized controlled trials 2011 Systematic review

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