Mindfulness In Education Research Articles

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

Abstract Objectives This 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. Method A 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. Results High 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”. Conclusions This 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. Preregistration This 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.

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.

Secular, religious or spiritual? A sociological portrait of UK mindfulness teachers

ABSTRACT Mindfulness is commonly defined in the public and professional realms as a secular therapeutic technique, but less attention has been paid to the practitioners at the vanguard of the contemporary UK mindfulness milieu and the extent to which their personal beliefs align with this profile. Drawing on a nationwide survey of 768 teachers of mindfulness, as well as 82 semi-structured interviews and a focus group with selected mindfulness practitioners, this article presents a detailed sociological portrait of UK mindfulness teachers, including their religious and spiritual identities, understandings of mindfulness, and strategies for negotiating these across personal and professional domains. The analysis reveals a far more spiritual cohort than might have been assumed, raising questions about the nature, function and significance of increasingly widespread mindfulness teaching practices in Western societies, and offering insights into the evolution of contemporary relations between ‘the secular’, ‘the religious’ and ‘the spiritual’ within the modern world.

Mindfulness-Based Education: Exploring Cultural and Age-Related Perspectives Through Course Design

This study delves into the complexities of designing and implementing mindfulness education tailored to children and adolescents. Using basic theories of cognitive development such as Piaget's stages and Vygotsky's socio-cultural theories, the mindfulness classroom was designed to accommodate age-specific cognitive abilities and resulted in a curriculum design model that can be flexibly utilized to develop self-regulation skills and relate to activities that are critical in childhood, with the theory of mindfulness, present-focused activities, meditation activities, and perceptual activities that can be utilized as habits in real life. Through a combination of theoretical present-focused activities, meditation-related activities, perception-related activities, and activities that can be utilized in real life as habits, students develop self-regulation skills that are consistent with the cognitive flexibility that is essential in development. Sensory-related activities reinforce the integration of mindfulness into daily life. Working together to ensure accessibility in low socioeconomic status environments promotes inclusivity classroom, the study took place in a collective Chinese culture, but consideration of individualistic culture is also essential, and curricula tailored to the socio-emotional challenges of different ages need to be continually refined. Future research should explore cultural adaptation and expand the diversity of participants for a more inclusive understanding. In conclusion, this study advocates for mindfulness curricula to be synchronized with cognitive development, emphasizing that curricula should be designed with age-appropriate content, meditative practices, and real-life connections and adapted to different cultural backgrounds, socioeconomic backgrounds, and student populations with special needs.

The Effectiveness of Physical Therapy Interventions in Management of Diastasis Recti in Postpartum Females: A Narrative Review

Diastasis recti is a condition caused by increased intra-abdominal pressure which causes the linea alba to stretch resulting in a wider inter-rectus gap. It is most common after pregnancy but can also be caused by obesity or previous abdominal procedures. Research shows myofascial laxity affecting the entire front abdominal wall. Postpartum women have a doubling of the interrectus distance and pregnancy affects abdominal muscle strength with nulliparous women having a higher number of trunk flexors and rotators [1]. DRA is mostly treated conservatively. Patients referred to a physiotherapist receive training programmes that specifically target reducing IRD. Some studies recommend training with physiotherapist, while others let patients train on their own. Recommended frequency of training sessions varied from one to five sessions per week. The exercise interventions consist of the following: Core trainings, Breathing technique and Mindfulness teaching. This study aims to find out the effectiveness of different physical therapy interventions in the treatment of diastasis recti abdominis. The condition of diastasis recti abdominis has prevalence in postpartum females and it is important to address this for the welfare of women and required to explore the best physical therapy treatment available.

On the journey from cognizance toward thriving: Iranian EFL teachers’ engagement in reflective practice and professional development: the mediating effect of teacher mindfulness

ABSTRACT This study investigated the crucial role of teaching in society and the inquiry into effective teaching qualities. It underscored the prominence of mindfulness in teaching, as well as the ongoing process of reflective practice within the realm of EFL educators. The research aimed to create a model illuminating the relationships between EFL teachers’ reflective practice, teacher mindfulness, and professional development. It also delved into the mediating role of teacher mindfulness in this context. To attain this research objective, a convenience sampling method was utilized, leading to the selection of 150 EFL teachers from private language institutions across different provinces in Iran. Employing a quantitative methodology three distinct questionnaires were utilized to gather data. Subsequently, the information was examined through the application of Partial Least Squares Structural Equation Modeling (PLS-SEM). The structural model evaluation indicated significant path coefficients reinforcing all research hypotheses, with mindfulness functioning as a significant mediator between reflective practice and professional development. It is implied that there is a conspicuous emphasis on integrating mindfulness and reflective practices into educational policies and curricula to cultivate continuous growth and development among teachers.

Reflexive Inquiry’s Impact on Mindful Teaching for Student Wellbeing

This inquiry investigates the effects of trauma on students by analyzing personal experiences and teaching methods. Through the lens of autoethnography, a nonfictional storytelling approach, I reflect on my learning journey to identify compassionate and mindful teaching practices, aiming to foster a trauma‑sensitive classroom environment. Emphasizing the significance of teachers sharing their stories through autoethnography, this exploration contributes valuable insights to the ongoing discourse on trauma-informed pedagogy for student wellbeing.

학교 명상의 필요성과 도입 방법에 관한 사례 연구

In this study, we conducted in-depth interviews with 5 teachers from City A to investigate the perceived necessity of mindfulness education among Korean teachers and its potential application in the school setting. Through the interviews, we focused on analyzing the necessity of mindfulness education in schools, implementation methods, appropriate education time, difficulties in implementation, and ways to overcome them. The interview results are as follows: First, teachers reported that mindfulness education would be helpful in addressing students’ depression, impulsivity, stress management, identity exploration, attention, and prevention of school violence. Secondly, regarding the application of mindfulness education, suggestions were made for theoretical education linked to the curriculum, breathing meditation before evaluation, integrated classes, autonomous activities, and education for perpetrators of school violence. Thirdly, effective mindfulness education time was mentioned as homeroom, immediately after lunch, morning or after-school programs, and mandatory education hours. Fourthly, anticipated difficulties include a test-oriented learning environment, lack of awareness and perceived necessity of mindfulness, teacher burden, and student resistance. Fifthly, suggested solutions include appointing mindfulness experts, applying mindfulness to existing programs, reaching consensus within the educational community, and making mindfulness education mandatory. In summary, teachers recognize the necessity of mindfulness education, but for its successful implementation in the school setting, it is necessary to raise awareness among the entire educational community, including teachers, students, and parents, as well as provide institutional support.

The relationship between teacher mindfulness and creative teaching of college English foreign language teachers: A multiple mediating model

Creativity is a key ability, and teachers' creative teaching ability can subtly affect students' creativity. Therefore, teachers' creative teaching is particularly important. However, in creative teaching, whether cognitive factors or motivational factors have a greater impact on creativity is still inconclusive. In this study, the mindfulness in teaching scale, cognitive flexibility scale, creative self-efficacy scale and creativity fostering teacher index were used to measure 403 college English foreign language teachers. The findings indicated that teacher mindfulness positively predict creative teaching (β = 0.363, p < 0.001), cognitive flexibility plays a mediating role between teacher mindfulness and creative teaching (β = 0.171, p < 0.001), and creative self-efficacy plays a mediating role between teacher mindfulness and creative teaching (β = 0.126, p = 0.001). Cognitive flexibility and creative self-efficacy play sequential mediating roles in teacher mindfulness and creative teaching (β = 0.029, p = 0.034). This research enriches the creativity investment theory, and the research proves that the individual's thinking style has a greater impact on creative teaching than the individual's motivation. This conclusion will provide a new literature reference for the existing creativity investment theory, and also provide a reference for the practice of English education in colleges.

“I’m Not Sure I Can See Myself in This World”: Experience of Mindfulness Teacher Training among Trainees from Diverse Backgrounds

ObjectivesThere is a growing recognition of the importance of Equality, Diversity and Inclusion (EDI) in mindfulness-based Teacher Training Programs (TTPs), given current imbalances in representation of teachers and trainers, and a recognised need to build awareness of personal and organisational biases. Little is known about how EDI issues may impact the experience of trainees on a TTP. This study aimed to explore underrepresented trainees’ experiences on a TTP, including what hindered or helped them access training or feel included, and their views on how best to foster EDI in TTPs.MethodSemi-structured qualitative interviews were conducted with seven current and graduate mindfulness teacher trainees from underrepresented groups. Their experiences of EDI throughout training were explored. Data was analyzed using inductive thematic analysis.ResultsKey findings were that feelings of inclusion were influenced by how represented and acknowledged trainees felt by their trainers and peers; feelings of safety influenced their choices around disclosure; a main access barrier was cost; and more explicit teaching about EDI in TTP curricula is needed. There was a need for wider access to entry trainings such as 8-week mindfulness-based programmes.ConclusionsThis study provides valuable insight into how underrepresented teacher trainees experience TTPs and highlights opportunities to better support mindfulness teacher trainees. TTPs need to integrate EDI awareness and understanding into their ethos and curriculum. Further research is needed to inform and develop approaches to further embed EDI in mindfulness-based program teaching and training.

Mindfulness in schools: issues of equality and diversity

Mindfulness is increasingly offered in schools around the UK, as well as internationally. Previous research has focused on the efficacy, the implementation, and the wider meaning of mindfulness in education, rather than sociological interests, such as matters of equality and social justice. This article draws on qualitative data from the ‘Mapping Mindfulness in the UK’ study, to investigate how mindfulness practitioners discuss and address issues of equality and diversity in relation to school-based mindfulness. Lynch and Baker’s key dimensions of equality are used to analyse participants’ accounts, including on adjustments to curriculum and pedagogy to accommodate diversity, practitioners’ responses to socio-emotional vulnerability, and the dynamics of choice and compulsion in the classroom. By highlighting several issues of concern in these areas, the research makes original contributions to sociological understandings of mindfulness and other similar initiatives in schools, whilst offering new insights on theories of equality in education more broadly.