The Experience of Silent Teacher-Led Residential Retreats During Mindfulness-Based Teacher Training
Bridgette O’Neill, Brian English, Kusum Mongia, Paul Place, Gemma M. Griffith
Mindfulness August 1, 2025 DOI: 10.1007/s12671-025-02622-8 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Preregistered Peer reviewed |
|---|---|
| Sample size | 19 |
| Population | Eight silent retreat teachers and 11 mindfulness-based programme teacher trainees (retreatants) |
| Topics | Meditation |
| Key findings | Both retreat teachers and trainees described silent retreat attendance as integral to developing MBP teaching effectiveness, emphasizing the teacher's embodied presence and the value of meeting difficulty during retreat. The authors argue this supports retaining silent retreats as a core component of MBP teacher training, consistent with Good Practice Guidelines. |
Abstract
Abstract Objectives Although attendance at silent meditation retreats is a required component of mindfulness-based programme (MBP) teacher training, limited research has explored how retreat experiences support teacher development or influence teaching effectiveness. This study investigated: (1) how retreat teachers perceive the role of silent retreats in MBP teacher training; (2) how trainees experience these retreats; and (3) how such experiences are perceived to impact teaching.
Methods: Semi-structured interviews were conducted with eight retreat teachers and 11 MBP teacher trainees (retreatants). Data from each group were analysed separately using thematic analysis.
Results: Four shared superordinate themes were identified across both groups: (1) being on retreat, (2) the role of the retreat teacher, (3) perceived impact on mindfulness practice, and (4) perceived impact on MBP teaching. While themes were consistent, the groups differed in emphasis, reflecting both shared understandings and unique perspectives. Both groups emphasised the importance of the teacher’s embodied presence and the value of meeting difficulty during retreat. Participants consistently emphasised that participation in silent retreats enhanced the capacity to deliver high-quality MBP teaching.
Conclusions: The findings indicate that both retreat teachers and trainees view silent retreat attendance as integral to developing teaching effectiveness. This supports the inclusion of silent retreat attendance as a core component of MBP teacher training, in line with Good Practice Guidelines. Future research should explore the relationship between retreat participation and MBP participant outcomes, effectiveness of online retreats, and the competencies needed for effective retreat leadership. Preregistration This study is not preregistered.