Teacher Outcomes with a School-Based Mindfulness Intervention during COVID-19

Abstract

Teacher burnout is one of the primary drivers of turnover. Skills such as improved classroom management have been shown to mitigate teacher burnout. COVID-19 created classroom disruption and an unprecedented youth mental health crisis. This study examined the effectiveness of a school-based mindfulness training at improving classroom management self-efficacy and reducing teacher burnout during COVID-19. Elementary school personnel were invited to participate in two versions of Kidding Around Yoga training and to implement with their students. Pre- and post-tests were conducted at 4-6 months (n = 49) to measure individual items related to classroom management, teacher self-efficacy, perceptions of student engagement, and professional quality of life. There were significant differences at post for items related to teacher skills, knowledge, and self-efficacy, and perceptions of the student experience (specifically, student emotional regulation). There were no significant differences between baseline and post in any of the professional quality of life measures. Findings suggest that Kidding Around Yoga is promising as a universal intervention to improve teachers’ self-efficacy and skills, and their experience of the classroom. More information is needed to understand if the intervention would have long-term impact on teacher burnout and turnover.