Top

Gepubliceerd in:

03-01-2025 | ORIGINAL PAPER

Efficacy of an Online Mindfulness Training to Improve Well-Being in Teachers: A Randomized Waitlist Controlled Trial

Auteurs: Katelyn N. Jackman, Paul Caldarella, Jared S. Warren

Gepubliceerd in: Mindfulness | Uitgave 1/2025

Abstract

Objectives

Concerns about the mental health and well-being of K-12 schoolteachers (individuals teaching children aged 5–18 in traditional classroom settings in the USA) have never been more urgent, with stress levels, burnout, and rates of attrition reaching historically high levels. Mindfulness training may be a professional development option for teachers to better meet the demands of their career with skills such as mental flexibility, emotion regulation, resilience, empathy, compassion, and interpersonal skills. This study examined the efficacy of the Mindfulness for Humans (MfH) course, an online, self-directed mindfulness curriculum that is grounded in evidence-based practices, is easily accessible and scalable and relatively brief, and requires little or no work on the part of the school system to implement.

Method

We utilized a randomized waitlist-controlled trial to examine the feasibility, acceptability, and impact of the MfH course on the well-being and mindfulness skills of 230 K-12 teachers of regular classrooms using responses to self-report measures and a satisfaction questionnaire (Group 1, n = 115; Group 2, n = 115).

Results

Online mindfulness training through the MfH course significantly increased teacher well-being and mindfulness skills compared to a waitlist group (d = 0.28 to 0.58) regardless of initial familiarity with mindfulness practices. Participants reported that the curriculum was engaging and useful.

Conclusions

Online mindfulness training through the MfH course appears to support the well-being of K-12 schoolteachers. Future research may examine additional outcomes such as teacher stress, resilience, or psychological distress.

Preregistration

This study is not preregistered.

vorige artikel The Effectiveness of a Mindfulness-Based Program in Improving Cognitive and Socio-Affective Skills Among Adolescents with Intellectual and Developmental Disabilities: A Randomized Controlled Study

volgende artikel A Comparison of the Effects of Ethics- Versus Wisdom-Based Mindfulness Practices on Prosocial Behaviour

Alleen toegankelijk voor geautoriseerde gebruikers

Baer, R. (2019). Assessment of mindfulness by self-report. Current Opinion in Psychology, 28, 42–48. https://doi.org/10.1016/j.copsyc.2018.10.015CrossRefPubMed

Baer, R. A., Carmody, J., & Hunsinger, M. (2012). Weekly change in mindfulness and perceived stress in a mindfulness-based stress reduction program. Journal of Clinical Psychology, 68(7), 755–765. https://doi.org/10.1002/jclp.21865CrossRefPubMed

Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. https://doi.org/10.1177/1073191105283504CrossRefPubMed

Bartlett, R., Wright, T., Olarinde, T., Holmes, T., Beamon, E. R., & Wallace, D. (2017). Schools as sites for recruiting participants and implementing research. Journal of Community Health Nursing, 34(2), 80–88. https://doi.org/10.1080/07370016.2017.1304146CrossRefPubMedPubMedCentral

Basso, J. C., McHale, A., Ende, V., Oberlin, D. J., & Suzuki, W. A. (2019). Brief, daily meditation enhances attention, memory, mood, and emotional regulation in non-experienced meditators. Behavioural Brain Research, 356, 208–220. https://doi.org/10.1016/j.bbr.2018.08.023CrossRefPubMed

Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: A systematic review of randomized controlled trials. Annals of the New York Academy of Sciences, 1373(1), 13–24. https://doi.org/10.1111/nyas.12998CrossRefPubMedPubMedCentral

Black, N., & Halstead, E. (2021). Mental health and subjective well-being of staff in a secondary school for adolescents with severe and profound multiple learning difficulties. British Journal of Special Education, 48(4), 477–496. https://doi.org/10.1111/1467-8578.12389CrossRef

Brandel, M. G., Lin, C., Hennel, D., Khazen, O., Pilitsis, J. G., & Ben-Haim, S. (2022). Mindfulness meditation in the treatment of chronic pain. Neurosurgery Clinics of North America, 33(3), 275–279. https://doi.org/10.1016/j.nec.2022.02.005CrossRefPubMed

Burgoon, J. K., Berger, C. R., & Waldron, V. R. (2000). Mindfulness and interpersonal communication. Journal of Social Issues, 56(1), 105–127. https://doi.org/10.1111/0022-4537.00154CrossRef

Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), Article 3. https://doi.org/10.5502/ijw.v6i3.526

Contemplative practices and mental training. (2012). Prospects for American education. Child Development Perspectives, 6(2), 146–153. https://doi.org/10.1111/j.1750-8606.2012.00240.xCrossRef

de Frias, C. M., & Whyne, E. (2015). Stress on health-related quality of life in older adults: The protective nature of mindfulness. Aging & Mental Health, 19(3), 201–206. https://doi.org/10.1080/13607863.2014.924090CrossRef

Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13CrossRefPubMed

Epel, E., Daubenmier, J., Moskowitz, J. T., Folkman, S., & Blackburn, E. (2009). Can meditation slow rate of cellular aging? Cognitive stress, mindfulness, and telomeres. Annals of the New York Academy of Sciences, 1172, 34–53. https://doi.org/10.1111/j.1749-6632.2009.04414.xCrossRefPubMedPubMedCentral

García-Álvarez, D., Soler, M. J., & Achard-Braga, L. (2021). Psychological well-being in teachers during and post-covid-19: Positive psychology interventions. Frontiers in Psychology, 12, 769363. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.769363

Garro, A., Janal, M., Kondroski, K., Stillo, G., & Vega, V. (2023). Mindfulness initiatives for students, teachers, and parents: A review of literature and implications for practice during COVID-19 and beyond. Contemporary School Psychology, 27(1), 152–169. https://doi.org/10.1007/s40688-022-00446-0CrossRefPubMedPubMedCentral

Ghanizadeh, A., & Jahedizadeh, S. (2015). Teacher burnout: A review of sources and ramifications. British Journal of Education, Society & Behavioural Science, 6, 24–39. https://doi.org/10.9734/BJESBS/2015/15162CrossRef

Goyal, M., Singh, S., Sibinga, E. M. S., Gould, N. F., Rowland-Seymour, A., Sharma, R., Berger, Z., Sleicher, D., Maron, D. D., Shihab, H. M., Ranasinghe, P. D., Linn, S., Saha, S., Bass, E. B., & Haythornthwaite, J. A. (2014). Meditation programs for psychological stress and well-being: A systematic review and meta-analysis. JAMA Internal Medicine, 174(3), 357–368. https://doi.org/10.1001/jamainternmed.2013.13018CrossRefPubMedPubMedCentral

Gu, J., Strauss, C., Crane, C., Barnhofer, T., Karl, A., Cavanagh, K., & Kuyken, W. (2016). Examining the factor structure of the 39-item and 15-item versions of the Five Facet Mindfulness Questionnaire before and after mindfulness-based cognitive therapy for people with recurrent depression. Psychological Assessment, 28(7), 791–802. https://doi.org/10.1037/pas0000263CrossRefPubMedPubMedCentral

Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001CrossRef

Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 242, 180–187. https://doi.org/10.1016/j.jad.2018.08.080CrossRefPubMed

Hofmann, H., Groß, D., & Kohlmann, C.-W. (2022). On the role of mental health activities for teachers’ work and life. Applied Research in Quality of Life, 17(1), 205–227. https://doi.org/10.1007/s11482-020-09885-4CrossRef

Hofmann, S. G., & Gómez, A. F. (2017). Mindfulness-based interventions for anxiety and depression. The Psychiatric Clinics of North America, 40(4), 739–749. https://doi.org/10.1016/j.psc.2017.08.008CrossRefPubMedPubMedCentral

Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169–183. https://doi.org/10.1037/a0018555CrossRefPubMedPubMedCentral

Hwang, Y.-S., Noh, J.-E., Medvedev, O. N., & Singh, N. N. (2019). Effects of a mindfulness-based program for teachers on teacher wellbeing and person-centered teaching practices. Mindfulness, 10(11), 2385–2402. https://doi.org/10.1007/s12671-019-01236-1CrossRef

Imel, Z., Baldwin, S., Bonus, K., & Maccoon, D. (2008). Beyond the individual: Group effects in mindfulness-based stress reduction. Psychotherapy Research: Journal of the Society for Psychotherapy Research, 18(6), 735–742. https://doi.org/10.1080/10503300802326038CrossRefPubMed

Jennings, P. A., Roeser, R., & Lantieri, L. (2011). Supporting educational goals through cultivating mindfulness: Approaches for teachers and students. In A. Higgins-D’Alessandro, M. Corrigan, & P. M. Brown (Eds.), The handbook of prosocial education (pp. 371–397). Rowman & Littlefield.

Kabat-Zinn, J. (2015). Mindfulness. Mindfulness, 6(6), 1481–1483. https://doi.org/10.1007/s12671-015-0456-xCrossRef

Keng, S.-L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041–1056. https://doi.org/10.1016/j.cpr.2011.04.006CrossRefPubMedPubMedCentral

Khoury, B., Sharma, M., Rush, S. E., & Fournier, C. (2015). Mindfulness-based stress reduction for healthy individuals: A meta-analysis. Journal of Psychosomatic Research, 78(6), 519–528. https://doi.org/10.1016/j.jpsychores.2015.03.009CrossRefPubMed

Kiken, L. G., & Shook, N. J. (2011). Looking up: Mindfulness increases positive judgments and reduces negativity bias. Social Psychological and Personality Science, 2(4), 425–431. https://doi.org/10.1177/1948550610396585CrossRef

Kirk, U., & Axelsen, J. L. (2020). Heart rate variability is enhanced during mindfulness practice: A randomized controlled trial involving a 10-day online-based mindfulness intervention. PLoS ONE, 15(12), e0243488. https://doi.org/10.1371/journal.pone.0243488CrossRefPubMedPubMedCentral

Lavy, S. (2022). A meaningful boost: Effects of teachers’ sense of meaning at work on their engagement, burnout, and stress. AERA Open, 8, 23328584221079856. https://doi.org/10.1177/23328584221079857CrossRef

Li, J., Cai, Z., Li, X., Du, R., Shi, Z., Hua, Q., Zhang, M., Zhu, C., Zhang, L., & Zhan, X. (2021). Mindfulness-based therapy versus cognitive behavioral therapy for people with anxiety symptoms: A systematic review and meta-analysis of random controlled trials. Annals of Palliative Medicine, 10(7), 7596–7612. https://doi.org/10.21037/apm-21-1212

Linford, L. B., & Warren, J. S. (2024). Online self-compassion training vs. expressive writing: A randomized controlled trial. The Journal of Positive Psychology. https://doi.org/10.1080/17439760.2024.2362431

MacKenzie, M. B., & Kocovski, N. L. (2016). Mindfulness-based cognitive therapy for depression: Trends and developments. Psychology Research and Behavior Management, 9, 125–132. https://doi.org/10.2147/PRBM.S63949CrossRefPubMedPubMedCentral

Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425CrossRef

Manasia, L., Pârvan, A., & Macovei, M. (2020). Towards a model of teacher well-being from a positive emotions perspective. European Journal of Investigation in Health, Psychology and Education, 10(1), 469–496. https://doi.org/10.3390/ejihpe10010035

Matiz, A., Fabbro, F., & Crescentini, C. (2018). Single vs. group mindfulness meditation: Effects on personality, religiousness/spirituality, and mindfulness skills. Mindfulness, 9(4), 1236–1244. https://doi.org/10.1007/s12671-017-0865-0

McCallum, F. (2021). Teacher and staff wellbeing: Understanding the experiences of school staff. In M. L. Kern & M. L. Wehmeyer (Eds.), The Palgrave handbook of positive education (pp. 715–740). Springer International Publishing. https://doi.org/10.1007/978-3-030-64537-3_28

Moore, A., & Malinowski, P. (2009). Meditation, mindfulness and cognitive flexibility. Consciousness and Cognition, 18(1), 176–186. https://doi.org/10.1016/j.concog.2008.12.008CrossRefPubMed

Mrazek, A. J., Mrazek, M. D., Calcagnotto, L. A., Cloughesy, J. N., Holman, A. M., Masters-Waage, T. C., & Schooler, J. W. (2020). Familiarity, attitudes, and self-regulatory challenges related to mindfulness. Mindfulness, 11(5), 1218–1225. https://doi.org/10.1007/s12671-020-01332-7CrossRef

National Center for Education Statistics. (n.d.). NTPS State Dashboard, 2020–21 Utah. https://nces.ed.gov/surveys/ntps/ntpsdashboard/Dashboard/UT

O’Daffer, A., Colt, S. F., Wasil, A. R., & Lau, N. (2022). Efficacy and conflicts of interest in randomized controlled trials evaluating headspace and calm apps: Systematic review. JMIR Mental Health, 9(9), e40924. https://doi.org/10.2196/40924CrossRefPubMedPubMedCentral

Oh, D. (2021). Impact of teacher turnover on student performance. Journal of the Korean Data Analysis Society (JKDAS), 23(6), 2563–2576. https://doi.org/10.37727/jkdas.2021.23.6.2563

Ong, J. C., & Smith, C. E. (2017). Using mindfulness for the treatment of insomnia. Current Sleep Medicine Reports, 3(2), 57–65. https://doi.org/10.1007/s40675-017-0068-1CrossRefPubMedPubMedCentral

Peele, M., & Wolf, S. (2020). Predictors of anxiety and depressive symptoms among teachers in Ghana: Evidence from a randomized controlled trial. Social Science & Medicine (1982), 253, 112957. https://doi.org/10.1016/j.socscimed.2020.112957

Perestelo-Perez, L., Barraca, J., Peñate, W., Rivero-Santana, A., & Alvarez-Perez, Y. (2017). Mindfulness-based interventions for the treatment of depressive rumination: Systematic review and meta-analysis. International Journal of Clinical and Health Psychology, 17(3), 282–295. https://doi.org/10.1016/j.ijchp.2017.07.004CrossRefPubMedPubMedCentral

Pidgeon, A. M., & Keye, M. (2014). Relationship between resilience, mindfulness, and pyschological well-being in university students. International Journal of Liberal Arts and Social Science, 2(5), 27–32.

Pratscher, S. D., Rose, A. J., Markovitz, L., & Bettencourt, A. (2018). Interpersonal mindfulness: Investigating mindfulness in interpersonal interactions, co-rumination, and friendship quality. Mindfulness, 9(4), 1206–1215. https://doi.org/10.1007/s12671-017-0859-yCrossRef

Santibañez, L. (2020). Chapter 31—Teacher incentives. In S. Bradley & C. Green (Eds.), The economics of education (second edition) (pp. 431–441). Academic Press. https://doi.org/10.1016/B978-0-12-815391-8.00031-8

Shapiro, S. L., Oman, D., Thoresen, C. E., Plante, T. G., & Flinders, T. (2008). Cultivating mindfulness: Effects on well-being. Journal of Clinical Psychology, 64(7), 840–862. https://doi.org/10.1002/jclp.20491CrossRefPubMed

Shapiro, S., & Weisbaum, E. (2020, February 28). History of mindfulness and psychology. Oxford Research Encyclopedia of Psychology. https://doi.org/10.1093/acrefore/9780190236557.013.678

Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K., & Roeser, R. W. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study. Mindfulness, 7(1), 115–129. https://doi.org/10.1007/s12671-015-0425-4CrossRef

Taylor, S. G., Roberts, A. M., & Zarrett, N. (2021). A brief mindfulness-based intervention (bMBI) to reduce teacher stress and burnout. Teaching and Teacher Education, 100, 103284. https://doi.org/10.1016/j.tate.2021.103284CrossRefPubMedPubMedCentral

Thompson, E. R. (2007). Development and validation of an internationally reliable short-form of the Positive and Negative Affect Schedule (PANAS). Journal of Cross-Cultural Psychology, 38(2), 227–242. https://doi-org.byu.idm.oclc.org/10.1177/0022022106297301

Turakitwanakan, W., Mekseepralard, C., & Busarakumtragul, P. (2013). Effects of mindfulness meditation on serum cortisol of medical students. Journal of the Medical Association of Thailand = Chotmaihet Thangphaet, 96 Suppl 1, S90–95.

Wettstein, A., Schneider, S., grosse Holtforth, M., & La Marca, R. (2021). Teacher stress: A psychobiological approach to stressful interactions in the classroom. Frontiers in Education, 6, 681258. https://doi.org/10.3389/feduc.2021.681258

Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2020). Mindfulness training for improving attention regulation in university students: Is it effective? And do yoga and homework matter? Frontiers in Psychology, 11, 719. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00719

Winter, N., Russell, L., Ugalde, A., White, V., & Livingston, P. (2022). Engagement strategies to improve adherence and retention in web-based mindfulness programs: Systematic review. Journal of Medical Internet Research, 24(1), e30026. https://doi.org/10.2196/30026CrossRefPubMedPubMedCentral

Ye, Q., Huang, Y., Ge, X., & Song, X. (2023). Validation of online mindfulness-enhanced course for stress reduction in teachers. Frontiers in Psychiatry, 14, 1086142. https://doi.org/10.3389/fpsyt.2023.1086142

Zhang, D., Lee, E. K. P., Mak, E. C. W., Ho, C. Y., & Wong, S. Y. S. (2021). Mindfulness-based interventions: An overall review. British Medical Bulletin, 138(1), 41–57. https://doi.org/10.1093/bmb/ldab005CrossRefPubMed

Zhang, S., Shi, Q., & Lin, E. (2020a). Professional development needs, support, and barriers: TALIS US new and veteran teachers’ perspectives. Professional Development in Education, 46(3), 440–453. https://doi.org/10.1080/19415257.2019.1614967CrossRef

Zhang, Y., Xue, J., & Huang, Y. (2020b). A meta-analysis: Internet mindfulness-based interventions for stress management in the general population. Medicine, 99(28), e20493. https://doi.org/10.1097/MD.0000000000020493CrossRefPubMedPubMedCentral

Titel: Efficacy of an Online Mindfulness Training to Improve Well-Being in Teachers: A Randomized Waitlist Controlled Trial
Auteurs: Katelyn N. Jackman
Paul Caldarella
Jared S. Warren
Publicatiedatum: 03-01-2025
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 1/2025
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-024-02494-4

Andere artikelen Uitgave 1/2025

Prenatal Maternal Mindfulness as a Predictor of Infant Emerging Effortful Control and Negative Affect

ORIGINAL PAPER

A Comparison of the Effects of Ethics- Versus Wisdom-Based Mindfulness Practices on Prosocial Behaviour

Open Access
ORIGINAL PAPER

Mindful Yoga Versus Relaxation for Young Adults With Symptoms of Depression: A Randomized Controlled Comparison of Two Brief Laboratory-Based Interventions

ORIGINAL PAPER

Randomized Controlled Trial of a Brief Mindfulness Practice on Emotional Reactivity and Recovery: Understanding Effects of Gender and Trait Self-compassion

ORIGINAL PAPER

Confirmation and Validation of a Chinese version of the Equanimity Scale

ORIGINAL PAPER

An Ecological Momentary Intervention Using Self-Compassionate Writing to Reduce Stress

Open Access
ORIGINAL PAPER

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

Efficacy of an Online Mindfulness Training to Improve Well-Being in Teachers: A Randomized Waitlist Controlled Trial

Abstract

Objectives

Method

Results

Conclusions

Preregistration

Andere artikelen Uitgave 1/2025

Prenatal Maternal Mindfulness as a Predictor of Infant Emerging Effortful Control and Negative Affect

A Comparison of the Effects of Ethics- Versus Wisdom-Based Mindfulness Practices on Prosocial Behaviour

Mindful Yoga Versus Relaxation for Young Adults With Symptoms of Depression: A Randomized Controlled Comparison of Two Brief Laboratory-Based Interventions

Randomized Controlled Trial of a Brief Mindfulness Practice on Emotional Reactivity and Recovery: Understanding Effects of Gender and Trait Self-compassion

Confirmation and Validation of a Chinese version of the Equanimity Scale

An Ecological Momentary Intervention Using Self-Compassionate Writing to Reduce Stress

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objectives

Method

Results

Conclusions

Preregistration

Log in om toegang te krijgen

Prenatal Maternal Mindfulness as a Predictor of Infant Emerging Effortful Control and Negative Affect

A Comparison of the Effects of Ethics- Versus Wisdom-Based Mindfulness Practices on Prosocial Behaviour

Mindful Yoga Versus Relaxation for Young Adults With Symptoms of Depression: A Randomized Controlled Comparison of Two Brief Laboratory-Based Interventions

Randomized Controlled Trial of a Brief Mindfulness Practice on Emotional Reactivity and Recovery: Understanding Effects of Gender and Trait Self-compassion

Confirmation and Validation of a Chinese version of the Equanimity Scale

An Ecological Momentary Intervention Using Self-Compassionate Writing to Reduce Stress