School Counselor Consultation Effects on Teachers’ Mindfulness, Stress, and Relationships

Abstract

In this randomized controlled trial, we explored the effects of a combined mindfulness and social/emotional learning (SEL) school counselor consultation intervention. Participants included a diverse sample of 30 secondary educators teaching in Title 1 school districts. Participants received 5 weeks of consultation based on mindfulness and SEL. Results of hierarchical linear regressions revealed statistically significant improvement in teachers’ mindfulness disposition of acting with awareness. Further, results indicated a practically significant decrease in teacher-reported stress and conflict in the student–teacher relationship. We discuss implications for offering direct services to teachers through consultation with school counselors as a way of providing indirect services to students. Results of this study illustrate how teachers might benefit from school counselor consultation that supports their use of mindfulness strategies and SEL skills in coping with the demands of teaching and in building relationships with students.