Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis
Lisa-Marie Emerson, Anna F Leyland, K. Hudson, Georgina Rowse, P. Hanley, S. Hugh-Jones
Mindfulness February 23, 2017 DOI: 10.1007/s12671-017-0691-4 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Systematic review Qualitative Peer reviewed |
|---|---|
| Population | Teachers of children aged 5–18 years |
| Intervention | Mindfulness-based interventions (MBIs) |
| Topics | Meditation |
| Keywords | Education |
| Key findings | The review reports that mindfulness-based interventions showed the strongest promise for intermediary effects on teacher emotion regulation, while evidence on stress and self-efficacy was less consistent. The authors note that study quality varied, with sample size considerations a main weakness, and argue that teacher social and emotional competence has implications for pupil wellbeing via teacher–pupil relationships and classroom management. |
Abstract
School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5–18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered.
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 |
Citations in the library
Cited by 31
- From Self-Esteem to Selflessness: An Evidence (Gap) Map of Self-Related Processes as Mechanisms of Mindfulness-Based Interventions Frontiers in Psychology November 22, 2021
- Mixed-methods evaluation comparing the impact of two different mindfulness approaches on stress, anxiety and depression in school teachers. BMJ Open July 4, 2019
- Mindful practice for teachers: Relieving stress and enhancing positive mindsets Frontiers in Education August 30, 2022
- Mindfulness in Education: Insights Towards an Integrative Paradigm 2021
- Mindfulness influence on psychological wellbeing: in search of cultural adaptations. Frontiers in Psychology 2025
and 26 more in the library
Cites 9
- Mindfulness: A proposed operational definition. Clinical Psychology Science and Practice 2004
- How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective Perspectives on Psychological Science October 14, 2011
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- How long does a mindfulness‐based stress reduction program need to be? A review of class contact hours and effect sizes for psychological distress Journal of Clinical Psychology March 23, 2009
- Mindfulness Based Stress Reduction (MBSR) for Improving Health, Quality of Life, and Social Functioning in Adults Campbell Systematic Reviews 2012
and 4 more in the library