Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes

Joana S de Carvalho; Sofia Oliveira; Magda Sofia Roberto; Carolina Gonçalves; José M Bárbara; Aline F de Castro; Rita Pereira; Mariana Franco; Joana Cadima; Teresa Leal; Marina S Lemos; Alexandra Marques-Pinto

doi:10.1007/s12671-021-01635-3

Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes

Mindfulness (N Y). 2021;12(7):1719-1732. doi: 10.1007/s12671-021-01635-3. Epub 2021 Apr 22.

Affiliations

¹ Faculdade de Psicologia, CICPSI, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal.
² Faculdade de Psicologia, Universidade de Lisboa, Lisboa, Portugal.
³ Faculdade de Psicologia e de Ciências da Educação, Universidade Do Porto, Porto, Portugal.

Abstract

Objectives: Teachers' stress can affect their occupational health and negatively impact classroom climate and students' well-being. This study aims to evaluate the proximal and distal effects of a mindfulness-based program, specially developed to promote teachers' social-emotional competencies (SEC), across teachers, classroom climates, and students' outcomes.

Methods: The study followed a randomized trial design with two data collection points (pretest and posttest). Participants in the experimental group (EG) included 123 elementary school teachers, their 1503 students, and these students' parents (1494), while the control group (CG) comprised 105 elementary school teachers, their 947 students, and these students' parents (913). A mixed data collection strategy was used that included teachers' and students' (self-) report, observational ratings of teachers' classroom behaviors, and parents' reports on students.

Results: After the intervention, EG teachers, compared to CG teachers, reported a significant increase in mindfulness and emotional regulation competencies, self-efficacy, and well-being and a decrease in burnout symptoms. Similarly, a significant improvement was found in EG teachers' classroom behaviors related to students' engagement. Additionally, significant improvements were also found in EG students' perceptions of the quality of their teachers' involvement in classroom relationships, self-reported effect, and social competencies perceived by their parents.

Conclusions: These findings further the knowledge on the role played by mindfulness-based SEC interventions in reducing teachers' burnout symptoms and cultivating their SEC and well-being, in promoting a nurturing classroom climate and also in promoting the SEC and well-being of students.

Supplementary information: The online version contains supplementary material available at 10.1007/s12671-021-01635-3.

Keywords: Classroom climate; Mindfulness-based intervention; Social and emotional competencies; Students; Teachers.