Training for Mindfulness Teachers: Benefts for Mindfulness, Well‑being, and Emotion Regulation
Matiz, A., Chiesa, A., D’Antoni, F., Barbieri, R. & Crescentini, C. (February 2025)
This study provides preliminary evidence that mindfulness teacher trainings positively afect mindfulness skills, as well as specifc aspects of psychological well-being (personal growth and purpose in life), and emotion regulation (rumination).
The Role of Affect Regulation in Linking Mindfulness in Teaching and Teachers’ Job Satisfaction
Barata-Gonçalves, M., Carona, C., Pires, L., Gaspar, P., Pedroso de Lima, M. & Albertina, O. (2025)
Research indicating that mindfulness in teaching correlates with positive classroom emotions and work engagement, suggesting a potential link to job satisfaction.
In the moment: Does mindfulness hold the key to improving the resilience and wellbeing of pre-service teachers?
Birchinall, L., Spendlove, D. and Buck, R. (2019).
Teaching and Teacher Education, 86.
Research review/Opinion. Reviews research on stress symptoms among preservice teachers and on mindfulness-based interventions, suggesting that mindfulness practices should be integrated into teacher education as a way to mitigate stress.
Mindfulness and Meditation in Education
Buchanan, T. K. (2017).
YC Young Children, 72(3), 69–74.
Topic review. Presentation and discussion of the function mindfulness practices can have in the working life of a teacher and how particular approaches can be implemented in the daily classroom context.
Delivering mindfulness in the classroom via a technology-enabled approach: Feasibility and the potential impact on teachers' psychological well-being, self-efficacy, and mindfulness
Klusmann, B., Sanderman, R., and Schroevers, M. J. (2023).
Teaching and Teacher Education, 122
Empirical study. Examination of a classroom intervention that involved playing pre-recorded mindfulness exercises to elementary school students. Discussion of positive impact on both students and teachers.
The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S. and Eiroa-Orosa, F. J. (2017).
Teaching and Teacher Education, 61, 132-141.
Research review. Comprehensive review of research on anti-burnout interventions for teachers, with the finding that mindfulness practices had among the most positive outcomes.
Mindfulness-based interventions in schools—a systematic review and meta-analysis
Zenner, C., Herrnleben-Kurz, S. and Walach, H. (2014).
Front Psychology, 5, 603.
Empirical study. Examination of the implementation and impact of mindfulness-based interventions in schools, suggesting a complex set of factors and implementation conditions.
Seven ways mindfulness can help teachers
Jennings, Patricia A. Greater Good Magazine, March 30th, 2015.
Popular press. Explains seven ways mindfulness can help teachers, including being able to communicate better with students, getting in touch with one's own emotions, and helping maintain a positive learning environment.
Mindfulness for teachers: Benefits, exercises, and facilitation tips
Aguilar, Cap (2024).
Website: Panorama Education(panoramaed.com).
Blog post. Describes ways to facilitate mindfulness for teachers, the effects of mindfulness, research on mindfulness, and how to practice it.
Best practices for bringing mindfulness into schools
Gerszberg, Caren Osten (2024).
Website. mindful.org
Web article. Discusses approaches to and benefits for integrating mindfulness practices into the classroom.
Mindfulness for all: A focus on educators
TREP Project (2023).
Website. Trauma Responsive Educational Practices (trepeducator.org)
Web article. Presents mindfulness as an effective tool for addressing trauma response, particularly in school contexts.