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Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes

J. D. de Carvalho, Sofia Oliveira, M. Roberto, Carolina Gonçalves, J. Barbara, A. F. de Castro, Rita de Cássia de Faria Pereira, Mariana Franco, J. Cadima, Teresa Leal, M. Lemos, Alexandra Marques-Pinto

Mindfulness April 22, 2021 DOI: 10.1007/s12671-021-01635-3 (opens in new tab)

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Study at a glance

AI-extracted from the abstract
Characteristics Randomized trial Peer reviewed
Sample size 228
Population Elementary school teachers, their students, and the students' parents
Topics Meditation
Keywords Education
Key findings Teachers in the mindfulness-based social-emotional competencies program, compared with control teachers, reported significant increases in mindfulness, emotional regulation, self-efficacy, and well-being and a decrease in burnout symptoms. Their classroom behaviors related to student engagement improved, and students reported better perceptions of teacher involvement and higher self-reported effect, with parents perceiving greater social competencies in their children.

Abstract

Teachers’ stress can affect their occupational health and negatively impact classroom climate and students’ well-being. This study aims to evaluate the proximal and distal effects of a mindfulness-based program, specially developed to promote teachers’ social-emotional competencies (SEC), across teachers, classroom climates, and students’ outcomes. The study followed a randomized trial design with two data collection points (pretest and posttest). Participants in the experimental group (EG) included 123 elementary school teachers, their 1503 students, and these students’ parents (1494), while the control group (CG) comprised 105 elementary school teachers, their 947 students, and these students’ parents (913). A mixed data collection strategy was used that included teachers’ and students’ (self-) report, observational ratings of teachers’ classroom behaviors, and parents’ reports on students. After the intervention, EG teachers, compared to CG teachers, reported a significant increase in mindfulness and emotional regulation competencies, self-efficacy, and well-being and a decrease in burnout symptoms. Similarly, a significant improvement was found in EG teachers’ classroom behaviors related to students’ engagement. Additionally, significant improvements were also found in EG students’ perceptions of the quality of their teachers’ involvement in classroom relationships, self-reported effect, and social competencies perceived by their parents. These findings further the knowledge on the role played by mindfulness-based SEC interventions in reducing teachers’ burnout symptoms and cultivating their SEC and well-being, in promoting a nurturing classroom climate and also in promoting the SEC and well-being of students.

Comparable studies

Other randomized controlled trials on meditation, most cited first.

Study Year Design Participants
Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment 2003 Randomized controlled trial n = 41
Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients 2000 Randomized controlled trial n = 145
Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults 2008 Randomized controlled trial n = 139
Short-term meditation training improves attention and self-regulation Undergraduate Chinese students 2007 Randomized controlled trial n = 40
Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients 2004 Randomized controlled trial n = 73

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