Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy
Version of Record online: 16 AUG 2013
© 2013 The Authors. Journal Compilation © 2013 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
Mind, Brain, and Education
Volume 7, Issue 3, pages 182–195, September 2013
How to Cite
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K. and Davidson, R. J. (2013), Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy. Mind, Brain, and Education, 7: 182–195. doi: 10.1111/mbe.12026
- Issue online: 16 AUG 2013
- Version of Record online: 16 AUG 2013
Special Section: Corrigendum
Vol. 7, Issue 4, 256, Version of Record online: 14 NOV 2013
Despite the crucial role of teachers in fostering children's academic learning and social–emotional well-being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer-rated classroom organization and performance on a computer task of affective attentional bias, and increases in self-compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, and sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed.