Mindfulness In Education Research Articles

Expanding Access to Mindfulness Education in Adaptive Learning: Enhancing Student Well-Being and Academic Success

This article explores the benefits of expanding access to mindfulness education in adaptive learning environments for enhancing student well-being and academic success. It discusses the synergistic relationship between adaptive education and mindfulness education, highlighting how mindfulness practices support attention, focus, and cognitive flexibility. The article emphasizes the positive impact of mindfulness education on academic performance, well-being, self-awareness, emotional intelligence, metacognitive skills, and self-care practices. It also suggests strategies for implementing mindfulness in adaptive learning environments, including teacher training, creating a mindful school culture, and tailoring mindfulness practices to meet diverse student needs. By combining personalized instruction with self-regulation skills, educators can create inclusive learning environments where students can thrive academically and personally.

초등학교 교사가 지각한 학생의 문제행동과 소진과의 관계

Objectives This study explored the relationship between elementary school teachers' perception of student problem behavior, teacher mindfulness, and burnout, and verified whether mindfulness had a moderating effect on the relationship between student problem behavior and burnout.
 Methods To this end, a survey of elementary school teachers located in Jeju-si was conducted from October 15 to October 30, 2020, and 165 data were used for analysis. In order to confirm the mean and standard deviation of major variables, descriptive statistical analysis and correlation analysis were performed to verify the relationship between variables. Hierarchical regression analysis was conducted to verify the moderating effect of teacher mindfulness and its sub-factors, which are regulatory variables.
 Results The main results of this study are as follows. There is a significant static correlation between teacher-perceived problem behavior and burnout, and the higher the teacher's perceived problem behavior, the higher the possibility of experiencing burnout. Second, it was found that mindfulness has a negative correlation with teacher burnout, so that the more mindfulness teachers practice, the lower the burnout phenomenon. Third, as a result of examining the moderating effect of teacher mindfulness in the relationship between students' perception of problem behavior and burnout, there was no moderating effect that could alleviate teacher's burnout.
 Conclusions Based on the research results, suggestions to prevent burnout of elementary school teachers and follow-up studies to explore moderating variables that can alleviate burnout caused by students' problem behaviors were suggested.

Expanding the border of science education through the lens of Buddhist mindfulness.

This is a hermeneutic phenomenological study that describes and interprets Wong's, the first author lived experience in the borderlands of science and Buddhist mindfulness as a science education doctoral student in Thailand. I explore my experiences in learning with multiple mindfulness teachers, including Thich Nhat Hanh from Buddhist traditions. and Additionally, I explore the affordances of being in the borderland of science and Buddhism, and how Buddhism can expand the border of science education through the inclusion of important topics, such as mindfulness, emotional wellbeing, and interbeing. This study also examines the roadblocks that are preventing deeper integration of science and mindfulness, including empiricism, scientism, individualism, materialism, and dualism. My standpoint is that to overcome the 21st grand challenges, teachers of science need to have the courage to cross the borders of various disciplines and help students develop essential skills for cultivating a healthy, balanced, and mindful lifestyle.

App-Based Mindfulness Intervention to Improve Psychological Outcomes in Pretransplant Patients With Heart Failure

Patients hospitalized with life-threatening conditions experience psychological stressors that can lead to anxiety and poor patient outcomes. Mindfulness stress reduction interventions have been shown to decrease stress and anxiety with sustained effect. In a single center's cardiac care units, only pharmacological stress reduction options were embedded in the daily care plan. This project evaluated the feasibility and effect of a brief mindfulness intervention on stress, anxiety, and resilience in 20 hospitalized patients with advanced heart failure awaiting transplant. A 1-group, pretest-posttest design over a 4-week period was used. The intervention included a one-on-one mindfulness education session and a 12-minute audio-guided tablet computer app for daily self-practice. Outcome variables measured at baseline and 2 and 4 weeks after implementation included stress (10-item Perceived Stress Scale), anxiety (7-item Generalized Anxiety Disorder instrument), and resilience (10-item Connor-Davidson Resilience Scale). Statistical analysis included descriptive statistics and repeated-measures analysis of variance with Friedman tests, Bonferroni post hoc tests, and Wilcoxon matched-pairs tests. Significant reductions in stress and anxiety and increase in resilience occurred from baseline to 2 weeks and 4 weeks after intervention (all P = .001). Feasibility and acceptability were evident from patient experience survey data and focused interview responses. A brief mindfulness intervention holds promise for improving stress, anxiety, and resilience for patients with advanced heart failure awaiting transplant. Nurse-led stress reduction interventions are imperative for best patient outcomes. An evidence-based intervention of mindfulness practice embedded into daily usual patient care may be a feasible option.

The Effects of a Mindfulness-Based Training in an Elementary School in Germany

ObjectivesThe primary goal of this study was to investigate the influence of the Mindfulness Education Workbook, a 6-week mindfulness-based tool, on emotion regulation, inhibition, physical self-concept, resources, and connectedness to nature. Furthermore, we explored whether a difference in number of hours of mindfulness practice would affect the outcomes.MethodNinety-one children from a public elementary school (M age = 9.74 years, SD = 0.76) participated in the study and were divided into three groups according to their respective school classes. The intervention group was divided into two groups that varied by number of hours of mindfulness practice: (a) mindfulness-plus and (b) mindfulness. In addition to biweekly training, the mindfulness-plus group also repeated a daily exercise. The passive control group received the standard school day instruction. The five concepts of emotion regulation, inhibition, physical self-concept, resources, and connectedness to nature were measured before and after the mindfulness intervention.ResultsFor the measurement of emotion regulation, there was a significant effect in favor of the two mindfulness groups compared with the control group for the adaptive strategies in total as well as for their comprising emotions, anger, fear, and sadness, separately. Solely for the subscale mood elevation, the mindfulness-plus group showed significantly higher scores compared to the control group. Both mindfulness-plus and mindfulness groups varied from the control group on the measure of emotion regulation strategies, however not on the other four domains that were assessed (self-reports of resources, physical self-concept, and connectedness to nature as well as a mental task assessing inhibition). There was no evidence that the additional practice in the mindfulness-plus group significantly added to the intervention’s effectiveness.ConclusionsThe Mindfulness Education Workbook is a promising tool for elementary schools. Follow-up studies may provide further insights into the various effects of offering mindfulness training in schools. Further research with objective markers may also allow individual aspects under the umbrella term mindfulness to be investigated in more detail.PreregistrationThis study was not preregistered.

Leading for mindfulness

In the last 15 years, mindfulness programs have become more popular in schools. However, bringing mindfulness into schools involves more than selecting a curriculum. It entails creating the conditions for mindfulness that requires a particular kind of leadership: the capacity to lead for and with mindfulness. Authors Deborah L. Schussler, Karen Krisch, Julia Mahfouz, Rebecca N. Baelen, and Laura Feagans Gould highlight common principles and practical examples from educational leaders engaging in this work and share some of the emerging research into mindfulness in education.

Where Have We Been and Where Are We Going with Mindfulness in Schools?

This is a commentary on a paper by Roeser et al. entitled “Beyond all splits: Envisioning the next generation of science on mindfulness and compassion in schools for students”. The commentary endorses the main thrust of paper, the need to re-envisage mindfulness and move from the dominant model, a clinically based “mindfulness in education” approach, in which mindfulness is seen as a discrete “intervention”, an approach which has been criticised as mechanistic, atomistic, and restrictive and encourages a view of mindfulness as helping people to cope with a stressful status quo. The commentary further endorses the view that we need to create and research models of “mindfulness as education”, as a transformative “process” models which focus on the relational and developmental aspects of education, within a whole-school, ecological approach, encouraging schools to become more compassionate places, which cultivate a positive sense of agency in learners to empower them to change the social context. As well as endorsing the main thrust of the paper, this commentary includes the following further comments. Research and practice on teacher development needs to be at the heart of this process. Getting the balance right between rigour and innovation in research will be an ongoing process. It would be helpful to look outside Anglo-centric box for examples of this relational shift. We should wait to see how the somewhat unexpected results of the MYRIAD project feed into longer term reviews before changing advice around universal approaches and who should teach mindfulness in schools.

Exploring Public Perception of Mindfulness in Canadian Schools: A News Media Content Analysis

Mindfulness practices have been increasingly adopted in schools across Canada and beyond. While previous literature has explored a range of purposes for mindfulness little is yet known about the ways in which it is understood by broad communities. News media serves as a key source of public discourse on topics like mindfulness in education that can reflect and influence public understanding and actions. This study explores the depiction of mindfulness within schools as it existed in Canadian news media between 2014 and 2019. The Canadian Major Dailies Proquest database was searched using the terms ‘mindfulness’ and ‘education OR school’. After an initial scan of 719 articles, 69 were retained. Deductive content analyses were conducted; themes included emotional, cognitive, social, and physical effects of mindfulness practices in schools. Divergent narratives were noted, reflecting a need for greater coherence and a shared rationale supporting the use of mindfulness practices in schools.

Mindful Eating Healthy Nutrition Group Visit for Adult Metabolic Syndrome, Feasibility Acceptability for Patients.

Context: Metabolic syndrome, includes elevated fasting glucose, high triglycerides, hypertension, low HDL & abdominal obesity, affects 35% of adults in the United States. People with metabolic syndrome are at high risk for diabetes and cardiovascular disease and have higher all-cause mortality. Usual treatment for metabolic syndrome is weight loss through diet and exercise. Evidence supports the use of mindfulness as a strategy for effective weight management. Objective: Are group visits for mindful eating and healthy nutrition education feasible and acceptable across different primary care settings for patients, staff and clinicians? Study design: Pilot/feasibility study. Setting: Needham Wellesley Family Medicine PC, a physician-owned family medicine practice in Wellesley, MA. Population Studied: 15 patients 18+ years with obesity/overweight and metabolic syndrome or diabetes, cardiovascular disease, hypertension. actively enrolled at site, able to consent, understand procedures, Exclusions: lack cognitive capacity, unable/unwilling to consent or complete study. Intervention: Group visits with mindfulness, mindful eating, healthy nutrition for adults with metabolic syndrome and related conditions. Curriculum: evidence-based principles of mindfulness, mindful eating, healthy nutrition, and activity to improve patient management of metabolic syndrome and related conditions. The curriculum seeks to foster sustainable lifestyle change related to eating behaviors, nutrition choices, activity, self-efficacy, stress-management, and goal setting. Physician, mindfulness teacher and patients meet for 13 weekly group visits during 3 months. Outcome measures: patient surveys at T0, weeks 5 and 10. measure mindfulness, mindful eating, nutrition practices. Survey questions and semi-structured interviews after the sessions ended. We collected feasibility data for scheduling, staffing, recruiting patients, and for patients acquiring skills and knowledge; and acceptability to patients; Results: Patients report: increased fruits, vegetables, salads, fish; decreased simple carbohydrates; and (5=better) eating healthier 4.5/5, achieve goals for lifestyle change 4.2/5; mindful eating was helpful 4.7/5; positive reinforcement from shared experiences, request more direct teaching, and more time to share with others. Conclusions: Mindful eating healthy nutrition group visits are feasible. Patients report acceptability for group visits, healthier eating & lifestyle change.

From Nature to Pen: Designing an Inclusive Writing Course for Educators

This design case highlights a collaborative effort among teachers, professors, park rangers, and local mindfulness instructors. Together, they developed a virtual course aimed at promoting wellness through nature and reflective writing, while emphasizing diversity. The team utilized instructional design processes and levels of culture to create an inclusive asynchronous course for educators. They faced challenges regarding the design team composition and the influence of popular culture, which hindered inclusivity. Recommendations include diversifying the design team, incorporating a diversity, equity, and inclusion audit, and allowing intentional planning time. These steps aim to enhance inclusivity and cater to diverse populations in instructional design endeavors.

Mapping, Meeting and Modulating Stress and Emotion: Combining Mindfulness and the Workable Ranges Model

This article examines the practice of combining explorations of regulated and dysregulated states through the Workable Ranges Model (WRM) with the skills and qualities taught in Mindfulness-Based Stress Reduction (MBSR). MBSR was designed to help participants to self-regulate stress. Didactic teaching about stress reactivity is part of the curriculum and may contribute to positive outcomes. A practice-based embodied methodology utilised mindful inquiry in research methods. Seven graduates of MBSR courses that included the WRM became conceptual encounter research partners. Following a re-presentation of the WRM, data were gathered through a diagrammatic diary exercise, post-meditation inquiry and a group discussion. Reflexive thematic analysis identified an overarching theme that the WRM was a dynamic map for exploring stability and stress. Two non-hierarchical themes articulated interrelated self-reflective activities associated with using the WRM as a map. Mapping involved charting regulated and dysregulated embodied experience. Meeting was the embodied application to mindfulness practice. Modulating states through intentional orienting to and resourcing mindful self-regulation and self-care grew out of the mapping and meeting practices. The WRM provided a form and set of words to name mind-body states, and to develop and apply insights about them. The WRM was used to shape new meanings about the relationship between mindfulness and regulated and dysregulated experience. This is theorised through its connection with embodied metaphors. The combination of the WRM and mindfulness worked to frame and progress mindful self-regulation. The WRM may be a valuable resource for mindfulness teachers to support self-regulation and mental health.

Mindfulness training for community-based psychotherapists: a feasibility study.

While mindfulness training's feasibility has been assessed in many health care settings, the feasibility of teaching mindfulness to psychotherapists of various orientations for both self- and patient-care has not been explored. The objectives of this feasibility assessment were to determine the degree to which clinic psychotherapists were willing to complete a skills-based mindfulness training program; evaluate the acceptability of integrating mindfulness interventions into an urban community mental health clinic; examine the training's influence on both personal mindfulness practice and integration into patient care; and explore the impact of a support group following the training. Data on six aspects of feasibility were gathered through quantitative surveys, semi-structured qualitative interviews, and group observation and feedback, analyzed using grounded theory. Sixteen therapists and one administrator attended at least one session of this voluntary program and responded to the associated surveys. At 1-year post-training, 7 participants had attended one or more group support sessions, and 4 more than 50% of sessions. The following factors were identified as contributing to the training's success: significant interest on the part of clinic staff to receive the training; diversity of the teaching staff, buy-in from clinic administration, provision of meditation scripts, role-play exercises, the variety of practices taught, and case presentations. Therapists indicated that the training helped them create a personal mindfulness practice, and several proceeded to integrate mindfulness into client sessions. A bi-weekly support group organized after the training encompassed group practice, discussion, case presentations, and information about trauma-sensitive mindfulness. Clinicians identified the following challenges to integrating mindfulness into sessions: lack of scripts in client languages other than English, the unacceptability of mindfulness to some clients' religious beliefs, the lack of appropriateness for clients facing ongoing psychosocial crises, the lack of interest on the part of some clients, and the time constraints posed by brief therapy sessions. These findings indicate that such training may be feasible in community mental health settings given support from leadership and the presence of qualified facilitators within the organization. Adaptations to the training based on participant feedback can inform a larger scale trial that compares our protocol with another intervention in the treatment of a psychological disorder or condition identified by the participants as having responded favorably to the program.

Mindfulness for in-service and preservice teachers: an empirical map of the discourse from 2000 to 2020

ABSTRACT Over the past decade, teacher learning programmes focused on mindfulness have become increasingly noticeable. In this research we ask: How pervasive is the phenomenon of mindfulness for in-service and preservice teachers and what are the characteristics of publications of this discourse? What are the current strands that constitute the discourse of mindfulness for in-service and preservice teachers? This research presents a mapping of this discourse based on 177 papers published between 2000 and 2020 focused on implementations and conceptualisations of mindfulness for in-service and preservice teachers. Findings demonstrate that mindfulness for in-service and preservice teachers is growing rapidly with implementations focused on teacher self-care and an increasing focus on the cultivation of social-emotional competencies. While most implementations take the form of short-termed interventions for in-service teachers, mindfulness for pre-service teachers is becoming more noticeable and at times it is oriented towards broader aims concerned with teacher identity.

Intervention Fidelity in Mindfulness-Based Research and Practice: Developing Criteria to Acknowledge New Training Programs.

The field of mindfulness-based research and practice is expanding fast. This development calls for a careful evaluation of the merits and scientific underpinnings of newly developed mindfulness-based programs (MBP's). In this viewpoint, we describe a process initiated by two professional mindfulness teacher training organisations (the Dutch Vereniging Mindfulness-based Trainers Nederland, VMBN, and the British Association of Mindfulness-based Approaches, BAMBA) to develop a framework for evaluating the integrity of newly developed MBP's. The framework aims to articulate criteria describing the elements and processes required to ensure that a new MBP meets good practice, adheres to evidenced-based practice, and is attending to the challenge of implementation and scalability. The development and implementation of the criteria are still a 'work in progress'. We hope that this initiative offers a foundation for supporting the MBP field to balance innovation and grassroot community development with aligning to the principles of evidence-based practice.

Designing Teaching for Transfer in English for Academic Purposes

Transfer of learning is an important goal of English for Academic Purposes (EAP) education where multilingual students learn knowledge and skills of academic literacy to use in other contexts of writing. Despite the importance of learning transfer in EAP, it does not often take place without mindful teaching for transfer. EAP teachers should make active efforts to help students shape the habit of transfer thinking and experience successful transfer while taking EAP courses. This action research aims at promoting learning transfer by designing and implementing pedagogical tools guided by the notion of high road transfer: (a) transfer guideline, (b) transfer feedback, (c) transfer journals, and (d) transfer imagination activity. The teaching for transfer innovation lasted over the 16-week semester in the target course where multilingual students, who use English as a second/foreign language, learned skills (e.g., how to design PowerPoint slides using different modes of communication, critical reading, source-use skills, synthesizing, finding sources, revising, editing, and reference style) and knowledge of writing (e.g., multimodality and rhetorical situation). Each pedagogical tool was implemented in the classroom so that students maintain their awareness of the importance of learning transfer while taking the target course. Overall, the teaching for the transfer project had positive impacts on articulating what students learn from the target course, leading to actual transfer of learning to other contexts of writing. Future pedagogical directions for promoting learning transfer in EAP are discussed.

Mindfulness mediates the relationship between positive parenting and aggression, depression, and suicidal ideation: A longitudinal study in middle school students.

Previous research has indicated that parenting factors affect the risk of maladaptive psychological outcomes (e.g., aggression, depression, or suicidal ideation), and that positive parenting is a prospective risk factor for maladaptive psychological outcomes. However, the mechanisms underlying the relationships between positive parenting, mindfulness, and maladaptive psychological outcomes remain unknown, as do the processes that mediate the effect of positive parenting on maladaptive psychological outcomes in adolescents. The objective of the present study was to investigate the longitudinal relationship between positive parenting, mindfulness, and maladaptive psychological outcomes in middle school students, as well as the mediating effect of mindfulness in the relationships between positive parenting and depression, aggression, and suicidal ideation. In this study, 386 middle school children (aged 12-16) were tested three times over a period of 6 months. Positive parenting was assessed at Time 1, mindfulness at Time 2, and depression, aggression, and suicidal ideation at Time 3. Using structural equation modeling, positive parenting was revealed to be longitudinally associated with mindfulness and negatively associated with maladaptive psychological outcomes. More crucially, mindfulness mediated the relationship between positive parenting and maladaptive psychological outcomes. This research provides important insights into how to effectively decrease adolescent maladaptive psychological outcomes and highlights the importance of teaching mindfulness to youths.

Mindfulness in Teaching and Job Burnout: The Mediating Role of Self-Efficacy

Job burnout is a problem characterized by physical and mental problems caused by intense working conditions. In recent years, many teachers on a global scale have stated that they have experienced job burnout. It is known that many teachers who experience job burnout report sleep, fatigue, desire to quit work, low level of professional satisfaction and wellbeing. Although it is known that there are negative relationships between mindfulness, self-efficacy in classroom management, and job burnout, no research has been encountered to examine these concepts in the context of education. This study examined the mediating role of classroom management self-efficacy in the relationship between classroom mindfulness and teacher burnout.The research sample consists of 288 teachers, 185 women (64.2%) and 103 men (35.8%). In the preliminary analysis, for detecting multicollinearity Harmon’s Single Factor Test and for normality Skewness and Kurtosis were tested. The goodness of fit values of the tested model was found as χ2 / df=1.17, CFI=.99, TLI=.99, GFI=.99 and RMSEA=.03. Since the path between mindfulness and job burnout in teaching is significant in the model, it is understood that self-efficacy in classroom management is a partial mediator in the relationship between mindfulness in teaching and job burnout. Mindfulness in the teaching profession is believed to play a key role in both self-efficacy in classroom management and burnout in the profession.

Randomized controlled pilot study of feasibility and effectiveness of peer led remote Mindfulness‐Based Art Workshops on stress, anxiety, and depression in medical students

AbstractMedical students report high levels of psychological distress compared to the general population, yet they also underutilize mental health services. Our Mindfulness‐Based Art Workshops (MBAW) combine two established, formal interventions: (a) Mindfulness‐Based Stress Reduction, an 8‐week group series teaching mindfulness practices, shown to reduce self‐reported measures of stress, and (b) art therapy, the use of art exercises guided by certified therapists, shown to reduce stress and anxiety in hospitalized patients and students. The goal of our study was to determine if a peer‐led, virtual workshop series designed specifically for and by medical students may be a feasible and effective method of adapting these models to improve student well‐being. We hypothesized that virtual, medical student led MBAW are effective in reducing measures of stress, anxiety, and depression in medical students and improving well‐being scores. In 2020, 24 University of Maryland School of Medicine first‐ and second‐year medical students were randomized to either the MBAW or no‐intervention control group. Primary outcomes included (a) short‐term change in State Trait Anxiety Inventory (STAI) scores and (b) difference in the perceived stress scores between intervention and control group immediately after, and 2, 4, and 6 weeks after a 6‐session intervention. At specific time points, participants completed questionnaires, which included STAI and National Institutes of Health (NIH) Toolbox Perceived Stress survey. We compared the percentage of intervention participants who had clinically significant anxiety before and after MBAW for each session using a generalized estimating equations methodology and compared change from baseline scores between intervention and control groups using a mixed‐effects model for repeated measures analysis. In the intervention group, post‐MBAW STAI scores decreased by 16.2 (p = .0001), 5 (p = .1544), 13.7 (p = .0002), 13.6 (p = .0006), 12.1 (p = .0009), and 11.9 (p = .0011) points after sessions 1, 2, 3, 4, 5, and 6, respectively. Intervention group perceived stress scores decreased from baseline by 5.9 (p = .07) and 4.7 (p = .09) points more than the control group immediately after, and 2 weeks after the 6‐session intervention. MBAW sessions are effective at significantly reducing short‐term anxiety, and a 6‐session MBAW workshop intervention shows trends toward decreasing levels of perceived stress lasting 2 weeks following the intervention, although these findings were not statistically significant. Future studies should evaluate a larger population to confirm the positive findings of this pilot study, which we hope will encourage medical schools to consider integrating and supporting such programs as a method of addressing the urgent need to aid student well‐being, within logistical, time, and cost constraints of students and administrators.

Understanding the relationships between teacher mindfulness, work engagement, and classroom emotions.

This cross-sectional study investigated the relationships between teacher mindfulness, work engagement, and classroom emotions composed of positive and negative emotions. A sample of 498 Chinese primary, secondary, and high school teachers completed an anonymous online questionnaire. Descriptive analysis, bivariate correlation, and a series of regression equations were conducted to analyze the data. The results indicate that teacher mindfulness, work engagement, and classroom emotions are all at the intermediate level, and significantly correlated. The effect of teacher mindfulness on classroom emotions is partially mediated by work engagement. In addition, negative emotions partially mediate the effect of teacher mindfulness on work engagement, while positive emotions fully mediate it. These results highlight the importance of fostering teacher mindfulness through mindfulness-based intervention, developing teacher emotion regulation competence in teacher education, and cultivating supportive classroom and school culture for teachers to experience more positive emotions from students and administrators.

Characterizing Interprofessional Collaboration and Referral to Mindfulness-Based Stress Reduction Programs.

BackgroundIn 2017, the American College of Physicians (ACP) designated Mindfulness-Based Stress Reduction (MBSR), an eight-week group program, as first-line non-pharmacological treatment for chronic low back pain. However, interprofessional collaboration between mindfulness instructors and Primary Care Providers (PCP) remains largely unknown.ObjectiveWe developed a survey to assess communication between mindfulness instructors and PCPs, identify predictors of referral to MBSR, and determine areas where interventions could increase patient access to MBSR.MethodsThe 25-question survey was sent via email to PCPs at the Division of General Internal Medicine, University of Pittsburgh, PA, the Piedmont Health Services Family Medicine Section, Chapel Hill, NC, the Boston Medical Center General Internal Medicine and Family Medicine Sections, Boston, MA, and the UMass Memorial Medical Center Family Medicine Section, Worcester, MA. We used descriptive statistics and logistic regression to analyze the data.ResultsAmong 118 eligible respondents, 85 (72.0%) were female PCPs, mean age was approximately 41.5±10.1, and the majority (65.2%) had been in medical practice ≤10 years. Of these PCPs, 83 (70.1%) reported familiarity with MBSR (95% CI: 62.1, 78.5), and 49 (59.0%) of them referred patients at least yearly. Of those who referred, 8 (16.3%) reported collaboration with mindfulness instructors. PCPs who were quite a bit or very much familiar with MBSR had 5.10 (1.10, 22.50) times the odds (P=.03), and those who were 50 years or younger had 3.30 times the odds (P=.04) of referring patients to MBSR. Frequency of PCPs’ personal practice of mindfulness was not significantly associated with referrals (P=.30).ConclusionThis is the first study to assess interprofessional collaboration between mindfulness instructors and PCPs. Suggestions for a potential integrative health care model are included; further studies on methods to augment communication and education are warranted to improve the referral process and ultimately increase accessibility and utilization of mindfulness-based programs.