Mindfulness In Education Research Articles

Training for Mindfulness Teachers: Benefits for Mindfulness, Well-being, and Emotion Regulation

Abstract Objectives This study examined the effects of a 9-month mindfulness teacher training (MTT) program on mindfulness skills, emotion regulation, and psychological well-being among future mindfulness instructors, compared to a control group. Method Eighty-seven mindfulness instructors-in-training participated in the MTT program. The control group consisted of age- and gender-matched individuals. Mindfulness skills, emotion regulation, and psychological well-being were assessed at baseline, mid-intervention, and post-intervention using validated measures. Results In comparison with the control group, participants in the MTT group showed significant improvements in most facets of mindfulness (i.e., observe, describe, non-react, and act with awareness). They also reported decreased rumination, as well as increased personal growth and purpose in life compared to the control group. However, there were no significant differences between the groups in other dimensions of emotion regulation or psychological well-being. Conclusions This study provides preliminary evidence that mindfulness teacher trainings positively affect mindfulness skills, as well as specific aspects of psychological well-being (personal growth and purpose in life), and emotion regulation (rumination). Future research should investigate the long-term effects of these trainings and how instructors’ well-being relates to their teaching effectiveness. Preregistration This study is not preregistered.

Mindfulness and decision-making for teachers—the mediating role of self-esteem and the moderating role of experience

ObjectivesThis study aimed to determine the relationship between mindfulness, self-esteem, and decision-making. The study focused to examine the relationship primarily between mindfulness and decision-making, with self-esteem as a mediator and experience as a moderator among teachers in Saudi Arabia.MethodsA survey was conducted among teachers in Saudi Arabia and was completed by 525 teachers (67.8% were females and 32.2% were males, with an average age of 38.25 years, standard deviation [SD] = 8.72). Participants were Arabic-speaking teachers who were selected from public and private schools in Saudi Arabia. They were selected via direct contact with schools in Riyadh. Using the snowball spreading techniques, the teachers were recruited from elementary, middle, and high schools. Adolescent and Adult Mindfulness Scale (AAMS), Rosenberg Self-Esteem Scale (RSES), and Decision-Making Scale were used to obtain information on the variables.ResultsMindfulness was significantly and positively correlated with decision-making and positive self-esteem and negatively correlated with negative self-esteem. Decision-making was significantly positively correlated with positive self-esteem and negatively correlated with negative self-esteem. Moreover, positive self-esteem partially mediated the relationship between mindfulness and decision-making, indirectly. However, mindfulness was not predicted by decision-making through negative self-esteem. A multigroup analysis showed that the mediational model was moderated by high teaching experience.ConclusionThe results prove that mindfulness and self-esteem are associated with decision-making. Self-esteem and mindfulness for teachers increase their awareness of the problems they face daily in the classroom. Additionally, more experienced teachers are more confident and portray better decision-making skills.

The relationship between social support and work engagement of rural teachers: a moderated mediation model.

This paper aims to investigate the relationship between social support and rural teachers' work engagement while exploring the mediating effect of mindfulness in teaching and the moderating effect of psychological safety. A sample of 866 rural teachers was recruited, in order to complete the Mindfulness in Teaching Scale, Social Support Rating Scale, Psychological Safety Scale, and Utrecht Work Engagement Scale. The study findings indicate that: (1) social support positively influenced the work engagement of rural teachers; (2) further, mindfulness in teaching partially mediated the effect of social support on rural teachers' work engagement; (3) psychological safety moderated the second half of the pathway of "social support → mindfulness in teaching → work engagement" while the positive correlation between mindfulness in teaching and work engagement was stronger among rural teachers with high psychological safety. Social support documented a strong correlation with work engagement while mindfulness in teaching mediated the pathway between the aforementioned variables. Furthermore, psychological safety moderated the second half of the mediated pathway (the link from mindfulness in teaching to work engagement). Hence, the study outcomes reveal the influential mechanism of social support on the work engagement of rural teachers. This finding suggests that we need to further improve the social support system and its effect mechanism in order to improve the rural teachers' work engagement. At the same time, it is also very important to create a good psychological working environment to ensure that they maintain a good level of mindfulness in teaching.

From Self to Society: Teaching Mindfulness and Nonviolent Communication through History

From Self to Society: Teaching Mindfulness and Nonviolent Communication through History

Mapping publication trend of teacher mindfulness: a visualization and bibliometric analysis using Scopus databases

Mapping publication trend of teacher mindfulness: a visualization and bibliometric analysis using Scopus databases

Ka mua, ka muri - Looking back to move forward: Culturally conscious support for kaimahi/tauira as whole persons in the educational system

Education and culture are an inseparable pair that have fascinated many scholars including the primary author of this article to explore. But what does this really look like in the tertiary learning advisor’s role, and the practice of a Māori kuia, kaitiaki of their Marae, who also provides pastoral care to students and staff? This article re-presents the authors’ practice of whole-persons approach to student success, which they delivered at tertiary learning advisors’ conferences in NZ and overseas in 2022. In our practice as a learning advisor and a pastoral care giver at the tertiary institute, we naturally (due to our cultural beliefs and upbringing) perceived of ourselves and students as whole persons. We call our practice “Educational Mindfulness”- acknowledging all participants in education are teachers/students on their life journey of fulfilment – where education is a phase they go through as part of their journey, alongside their homeland with original cultures, and the land they stand on right now - Aotearoa, NZ; as all play a part in their success. The culture of the land kaimahi/tauira are standing on connects their past with their future. This article introduces Māori and ancient Chinese ways of whole-person education and provides readers with examples of mindfulness education in practice, including its transformative impact on students. It is hoped that fellow learning advisors will gain a deeper understanding through the examples which demonstrate what Educational Mindfulness is, and apply this approach to their work as well. It argues that culture is an integral part of education because it is an integral part of identity for educators and students alike, and education is supported by the culture of the land where the education takes place.

Efektivitas Mindful Education dalam Meningkatkan Kesejahteraan Mental, Prestasi Akademik, dan Keterampilan Sosial Siswa

Quality education is not solely determined by academic performance but also by the mental and emotional well-being of students. One effective approach to improving such well-being is through mindfulness. This study aims to analyze the implementation of mindfulness in education, particularly in the Indonesian context, and its impact on students' mental health, academic performance, and social skills. Using a meta-analysis method, this research integrates findings from various empirical studies published between 2015 and 2024, focusing on the effectiveness of mindfulness-based programs. The results indicate that mindfulness significantly reduces anxiety (Cohen’s d = 0.78), improves focus, and enhances students’ social skills (Cohen’s d = 0.72), although its impact on academic performance is moderate (Cohen’s d = 0.54). These findings highlight the potential of mindfulness programs in fostering holistic education. However, challenges such as teacher training and cultural adaptation need to be addressed. This study recommends integrating mindfulness into Indonesia’s educational system to create a balanced, inclusive, and sustainable learning environment.

Kindergarten Teachers’ Mindfulness in Teaching and Job Satisfaction: A Moderated Mediation Model

Kindergarten Teachers’ Mindfulness in Teaching and Job Satisfaction: A Moderated Mediation Model

Kindergarten Teachers’ Mindfulness in Teaching and Morale: A Moderated Mediation Model

Kindergarten Teachers’ Mindfulness in Teaching and Morale: A Moderated Mediation Model

The Effect of a Mindfulness Course on Self-Compassion Among Occupational Therapy Students

ObjectivesThis study examined the impact of a mandatory course teaching mindfulness skills to first-year occupational therapy (OT) students' mindfulness skills and self-compassion. The objectives were to assess: (a) the correlations between students' mindfulness and self-compassion skills before and after participating in the course; and (b) the differences in mindfulness and self-compassion skills among the OT students who completed the mindfulness course.MethodA cross-sectional, comparative, and correlation study design involved 106 first-year undergraduate OT students during three academic years, who participated in a mindfulness course. The students completed the Kentucky Inventory of Mindfulness Skills (KIMS) and the Self-Compassion Scale (SCS) before and after completing an academic semester.ResultsHigh and significant correlations were found between mindfulness skills and self-compassion total scores before versus. after completing the course. The post-scores of all the KIMS facets, besides “Acting”, were higher than the pre-scores; these differences were found to be significant for the total score, and for “Observing” and “Accepting” subscales. Significant improvement was also found in the SCS total score, and in all SCS components besides “Common Humanity”.ConclusionsThis study provides insights into the impact of a mandatory course teaching mindfulness and self-compassion skills to a large group of first-year undergraduate OT students. The results highlight the need to integrate mindfulness training into the curricula of health professions, such as OT. Practicing mindfulness and self-compassion may contribute to the personal and professional development of health profession students, as well as enhancing their ability to cope with academic pressures and challenges.PreregistrationThis study is not preregistered.

“May all be well”: The links between compassion, psychological distress, and mindfulness in teaching in early years

AbstractThis study investigated the relationship between compassion and mindfulness in teaching among early years practitioners, with low levels of psychological distress as a mediator. A total of 81 early years practitioners were recruited from the United Kingdom via mass emails and announcements on social media platforms. Findings based on path analysis indicated that lower psychological distress mediated the positive relation between compassion and intrapersonal mindfulness in teaching, after controlling for level of education, years of practice, and role of practitioner. More specifically, compassion was related to psychological distress, intrapersonal mindfulness, and interpersonal mindfulness in teaching, whereas psychological distress was related to intrapersonal mindfulness, but not interpersonal mindfulness in teaching. The present findings inform early years practitioners and researchers of a differential chain of processes between compassion, psychological distress, and mindfulness in teaching.

The Elements of Donna

Donna Rockwell was a journalist, psychologist, mindfulness teacher, and mentor. This article summarizes the author’s long-standing relationship with Donna, first as a student, next as a colleague, and now as a grateful protector and promoter of Donna’s rich experiential teaching legacy.

Осознанное обучение: принципы и возможности применения в высшем образовании

<p>The article provides an overview of the principles of mindful learning in the context of higher education. Mindful learning is an approach in which students and teachers tune their attention to increasing value and awareness of what is happening in the surrounding context, to their experience and reflection about it. The relevance of the research is related to the interest in the effects associated with mindful learning: positive impact on psychological well-being, development of socio-emotional skills, as well as increasing intrinsic motivation, improving attentiveness and concentration of students. The article reviews research indicating the effectiveness of this approach for both learning outcomes and the psychological well-being of students and teachers in the educational process. The theoretical contribution of this research lies in highlighting the research agenda in the field of mindful learning: defining concepts of mindful learning and mindful teaching, identifying the main principles of mindful learning. These results provide a basis for further research of mindful learning in higher education. The practical contribution of the research lies in presenting a methodological basis for introducing mindful learning into university disciplines. The research may be of interest not only to teachers and methodologists but also to students and their parents due to the increased interest in the effects of mindful learning.</p>

"I seemed calmer, clearer, and better able to react to challenging situations": phenomenological reflections on learning about mindfulness in health professions education.

It is widely acknowledged that healthcare practitioner well-being is under threat, as many factors like excessive workloads, perceived lack of organizational support, the rapid introduction of new technologies, repercussions of the COVID-19 pandemic, and other factors have transformed the health care workplace. Distress, anxiety and burnout are on the rise, and are particularly concerning for health professions' students who must navigate challenging academic and clinical demands, in addition to personal responsibilities. While not a panacea for the systemic issues at play, 'mindfulness practices' have shown some promise in supporting students to navigate stressful environments. Yet despite calls for more phenomenological studies, little is known about health professions students' lived experiences of learning about and using mindfulness in higher education contexts. The objective of this hermeneutic phenomenological study was to inquire into the first-hand lived experiences of health professions students by examining their written reflections on learning about and using mindfulness in a higher education context. The study reports on themes identified in an analysis of students' phenomenological reflections written during and following a mindfulness elective course offered at a Canadian University. The analysis revealed four predominant themes: (a) reframing perceptions, (b)'being' while 'doing', (c) witnessing the struggle, and (d) compassion for self and others. In a time when health professionals are increasingly under strain, and systemic reform is needed but slow to take shape, the findings of this study reveal potential affordances of mindfulness for helping students to navigate the myriad of challenges they face. The findings are unique in their in-depth exploration of students' reflections on the experience of learning about and engaging in 'mindfulness practices' in a higher education context. The findings contribute first-hand perspectives to the evolving field of mindfulness education research and generate new conversations about mindfulness education in the health professions curriculum.

Teacher Self-Efficacy Beliefs and Burnout: The Mediating Roles of Interpersonal Mindfulness in Teaching and Emotion Regulation

This study examined the relationships among teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout, with the intention of exploring the mediating roles of interpersonal mindfulness and emotion regulation. A total of 224 elementary school teachers from 36 elementary schools in a high-poverty, inner city setting in the Northeastern United States participated voluntarily in the study. Correlation and path analyses were conducted to analyze the data. The results of the study showed that teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout were significantly related to each other. The results also showed that teachers’ interpersonal mindfulness and expressive suppression served as crucial mediating pathways from self-efficacy to burnout; thereby should be considered among the inventory of psychological resources that protect teachers against burnout.

Exploring Mindful Teaching Practices: Strategies for Enhancing Early Childhood Education

Mindful teaching practices have gained increasing attention as effective strategies for enhancing early childhood education. This article explores the integration of mindfulness into teaching methods, focusing on how these practices can improve both educators' and young learners' experiences. Mindfulness in education involves bringing present-moment awareness to the teaching and learning process, which can help educators manage stress, increase emotional regulation, and create a more nurturing learning environment. The article discusses various strategies for implementing mindful teaching practices, including mindful breathing exercises, reflective listening, and the incorporation of mindfulness activities into daily routines. These practices not only support the social and emotional development of young children but also promote their cognitive growth by fostering greater focus, empathy, and resilience. The article reviews research findings that demonstrate the positive impact of mindfulness on early childhood education, such as improved classroom behavior, enhanced teacher-student relationships, and increased academic achievement. Additionally, the challenges of adopting mindful practices, such as time constraints and the need for professional development, are addressed. The article concludes with practical recommendations for educators seeking to integrate mindfulness into their teaching, emphasizing the importance of consistency, community support, and ongoing reflection. By adopting mindful teaching practices, educators can create a more supportive and effective learning environment, ultimately contributing to the holistic development of young children.

Effect of mindfulness on exam anxiety among undergraduate dental students: A quasi-experimental study

Background: Exam anxiety is the primary factor preventing students from achieving their academic goals and is an unpleasant worry-based experience. Where in, Mindfulness helps to uphold consciousness, release oneself from a deeply held connection to ideas, emotions, or sensations, and cultivate a stronger sense of emotional equilibrium and wellbeing. Research indicates, mindfulness education intervention leads to significant reduction in anxiety levels. Hence, the present study aims to assess the effectiveness of mindfulness education intervention on anxiety among undergraduate students. Methods: A total of 130 Undergraduate students (3rd and 4th year) from the Vokkalighara Sangha Dental College was included in the study. A spielberger anxiety Test Scale (SATS) was used to assess the anxiety level. Mindfulness attention awareness scale (MAAS) was used to assess the stress among the participants Results: Descriptive statistics was performed to assess the frequencies of responses to the questionnaire items. Statistical analysis to find out the association between the effectiveness of mindfulness education intervention on anxiety. Comparison of change in mindfulness (MAAS) scores among study participants at baseline were 29.30±4.89 and after the intervention was 79.76±2.68 and self-evaluated anxiety (SATS) scores at baseline was 66.03±2.17 and after the intervention was 29.11±2.94, the mean difference in Anxiety scores and Mindfulness scores was statistically significant (p≤0.001) Conclusions: Findings prove that meditation has a positive result in reducing anxiety level among study participants and helps students to improve their concentration and memory power, but students fail to practice at regular intervals due to time constraints.

A Bibliometric Analysis on Teacher Mindfulness

With the surge in publications on mindfulness in recent years, there has been a significant increase in studies focusing on teacher mindfulness; thus, teacher mindfulness has emerged as an important research topic and a priority field of study. This bibliometric research employed science mapping tools to analyze Web of Science (WoS) indexed journal publications centered on teacher mindfulness. This review aims to trace the evolution of research in the field of teacher mindfulness over the past two decades. An examination of 165 publications revealed that interest in teacher mindfulness has grown substantially since 2016. The results also provide to the most influential scientists in the field, highlighting the authors' countries of origin, collaborative efforts between countries, and global co-reference networks. A keyword analysis was incorporated into the study to showcase current trends in teacher mindfulness research. Recommendations are provided to inform policy development on teacher mindfulness and to set a direction for future research.

Telehealth Mindfulness-Based Interventions for Chronic Pain

Although mindfulness-based interventions (MBIs) are evidence-based treatments for chronic pain and comorbid conditions, implementing them at scale poses many challenges, such as the need for dedicated space and trained instructors. To examine group and self-paced, scalable, telehealth MBIs, for veterans with chronic pain, compared to usual care. This was a randomized clinical trial of veterans with moderate to severe chronic pain, recruited from 3 Veterans Affairs facilities from November 2020 to May 2022. Follow-up was completed in August 2023. Two 8-week telehealth MBIs (group and self-paced) were compared to usual care (control). The group MBI was done via videoconference with prerecorded mindfulness education and skill training videos by an experienced instructor, accompanied by facilitated discussions. The self-paced MBI was similar but completed asynchronously and supplemented by 3 individual facilitator calls. The primary outcome was pain-related function using the Brief Pain Inventory interference scale at 3 time points: 10 weeks, 6 months, and 1 year. Secondary outcomes included biopsychosocial outcomes: pain intensity, physical function, anxiety, fatigue, sleep disturbance, participation in social roles and activities, depression, patient ratings of improvement of pain, and posttraumatic stress disorder. Among 811 veterans randomized (mean [SD] age, 54.6 [12.9] years; 387 [47.7%] women), 694 participants (85.6%) completed the trial. Averaged across all 3 time points, pain interference scores were significantly lower for both MBIs compared to usual care (group MBI vs control difference: -0.4 [95% CI, -0.7 to -0.2]; self-paced vs control difference: -0.7 [95% CI, -1.0 to -0.4]). Additionally, both MBI arms had significantly better scores on the following secondary outcomes: pain intensity, patient global impression of change, physical function, fatigue, sleep disturbance, social roles and activities, depression, and posttraumatic stress disorder. Both group and self-paced MBIs did not significantly differ from one another. The probability of 30% improvement from baseline compared to control was greater for group MBI at 10 weeks and 6 months, and for self-paced MBI, at all 3 time points. In this randomized clinical trial, scalable telehealth MBIs improved pain-related function and biopsychosocial outcomes compared to usual care among veterans with chronic pain. Relatively low-resource telehealth-based MBIs could help accelerate and improve the implementation of nonpharmacological pain treatment in health care systems. ClinicalTrials.gov Identifier: NCT04526158.

Teacher mindfulness and student engagement: Mediation through teaching quality

This study investigated the mediating role of teaching quality in the relationship between teacher mindfulness and student engagement. The sample consisted of 293 teachers from a Chinese university. Data were collected through selfadministered questionnaires. I developed a model that connected teacher mindfulness, teaching quality, and student engagement, and tested four hypotheses using structural equation modeling. The findings revealed there were positive relationships between teacher mindfulness and both teaching quality and student engagement. Furthermore, teaching quality mediated the relationship between teacher mindfulness and student engagement. These results shed light on the underlying mechanism linking teacher mindfulness and student engagement.