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Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy

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Errata

This article is corrected by:

  1. Errata: Corrigendum Volume 7, Issue 4, 256, Article first published online: 14 November 2013

Address correspondence to Lisa Flook, Center for Investigating Healthy Minds, Waisman Laboratory for Brain Imaging & Behavior, University of Wisconsin-Madison, 1500 Highland Ave., Madison, WI 53705; e-mail: flook@wisc.edu

ABSTRACT

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.

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