Abstract
A teacher’s ability to foster and sustain high quality learning environments for their students relies largely on their own coping abilities and mental health. However, due to the emotionally taxing nature of their profession, teachers are at increased risk for developing elevated levels of occupational stress and burnout. To help teachers cope with their occupational stress and other negative emotions related to their occupation, mindfulness-based stress reduction programs for teachers have been introduced through schools. Evidence for the effectiveness of such programs is promising, however few studies have considered underlying mechanisms that may be driving these effects. The primary aim of the study was to evaluate the effects of a mindfulness-based program on elementary school teachers working at a Title I school in Broward County, Florida. The quantitative data gathered through surveys administered at pre- and post-intervention examined the differences in teachers’ perception of stress, burnout, self-compassion, and mindfulness after mindfulness training. Sixteen teachers at a Title 1 school volunteered for a 12-week, 30 minutes per week mindfulness training program. Findings indicate a reduction in teachers’ perceptions of stress and burnout as well as an increase in self-compassion and mindfulness, after mindfulness training. Future implications include: developing school policies that reflect a trauma-informed framework that includes mindful practices, and compassionate school communities; identifying burnout prevention and treatment as a key strategic priority in educational policy, and understanding the emotional toll of stress responses and its impact on the classroom, individual student learning, and school community.
Presenters
Jennifer WilliamsAssistant Professor, School of Social Work, Barry University, Florida, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Public Health Policies and Practices
KEYWORDS
Emotional well-being, Mindfulness, Teacher stress and burnout, Trauma-informed school, Self-regulation
