Breathe, Teach, Thrive: Cultivating Mindfulness for Educators
Prateek Sharma
JALT Postconference Publication August 31, 2025 DOI: 10.37546/jaltpcp2024-16 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Review Peer reviewed |
|---|---|
| Population | Educators (teachers) |
| Interventions | Mindfulness-based interventions guided breathwork Pranayama |
| Topics | Meditation |
| Key findings | The authors argue that mindfulness, particularly guided breathwork or Pranayama, can enhance educators' emotional regulation and well-being, and propose that such breath-focused practices are accessible enough to embed in daily routines without extensive training. They contend that mindfulness-based interventions may influence teachers' self-regulation, attentional stability, and classroom environment, and position mindfulness as a contributor to professional sustainability and resilient school cultures. |
Abstract
This article examines the role of mindfulness, particularly guided breathwork or Pranayama practice, as a pathway to enhancing emotional regulation and well-being among educators. Drawing on recent studies and theoretical models, the paper explores how mindfulness-based interventions (MBIs) influence teachers’ self-regulation, attentional stability, and classroom environment. Special attention is given to the accessibility of breath-focused practices which can be integrated into daily routines without requiring extensive training or resources. By situating mindfulness, not only as an individual coping mechanism, but also as a contributor to professional sustainability, the discussion highlights its significance for fostering teacher development and resilient school cultures. 本稿は、教育者における情動調整とウェルビーイングを高める方途として、マインドフルネス、特にガイド付き呼吸法すなわちPranayama実践の役割を検討する。近年の研究および理論的枠組みに基づき、本論文はマインドフルネス介入（MBIs）が教師の自己調整、注意の安定性、ならびに教室環境にどのような影響を及ぼすかを考察する。呼吸に焦点を当てた実践は、特別な訓練や大きな資源を必要とせずに日常的な生活の中に取り入れやすいが、そのアクセスのしやすさに特に注目する。考察では、マインドフルネスを単なる個人的な対応機構として捉えるだけでなく、専門職としての持続可能性に寄与する要素として位置づけることにより、教師の能力開発や活力ある学校文化の構築におけるその意義を明らかにする。
Comparable studies
Other narrative reviews on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical populations | 2003 | Review | |
| Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects | 2007 | Review | |
| Mindfulness Interventions | 2016 | Review | |
| Mind the Hype: A Critical Evaluation and Prescriptive Agenda for Research on Mindfulness and Meditation | 2017 | Review | |
| Mindfulness and acceptance: expanding the cognitive-behavioral tradition | 2005 | Review |