Research on Mindfulness with Teachers, Classroom Implementation

Jennifer E. Sharp, Patricia A. Jennings (2015) .The classrooms of the teachers who received CARE were rated as more emotionally supportive compared to those who did not do the program. The interactions in the classroom were more emotionally positive and the teachers demonstrated greater sensitivity to their students’ needs than controls.

Mindfulness Training and Reductions in Teacher Stress and Burnout: Results from Two Randomized, Waitlist-Control Field Trials

Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013, April 29). Journal of Educational Psychology

Teachers randomized to Mindfulness Training showed greater mindfulness, focused attention and working memory capacity, and occupational self-compassion, as well as lower levels of occupational stress and burnout at post-program and follow-up, than did those in the control condition.

Examining Ways That a Mindfulness-Based Intervention Reduces Stress in Public School Teachers: a Mixed-Methods Study

Cynthia Taylor, Jessica Harrison, Kyla Haimovitz, Eva Oberle, Kimberly Thomson, Kimberly Schonert-Reichl, Robert W. Roeser (2016)  Interview results showed a trend for teachers in the Mindfulness Based Interventions, to report more adaptive strategies for coping with job stress, and a tendency to evaluate challenging students in a more positive affective light. Implications

Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy

Flook L, Goldberg SB, Pinger L, Bonus K, Davidson RJ. (2013)  Results suggest the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer-rated classroom organization and performance on a computer task of affective attentional bias, and increases in self-compassion.

Preliminary Evidence on the Efficacy of Mindfulness Combined with Traditional Classroom Management Strategies (2016) 

Erin M. Kasson, Alyssa N. Wilson Behavioral treatment alone increased on-task behaviors for four of six (66%) students compared to baseline; however, five of six (83%) students increased and sustained high rates of on-task behaviors when mindfulness exercises were added to the behavior analytic techniques.

The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature (2016) 

Tim Lomas, Juan Carlos Medina, Itai Ivtzan, Silke Rupprecht, Francisco José Eiroa- Orosa The systematic review revealed that mindfulness was generally associated with positive outcomes in relation to most measures.

Mindfulness goes to School: Things Learned (So Far) from Research and Real-World Experiences (2017) 

Randye J. Semple, Vita Droutman, Brittany Ann Reid The programs reviewed are Inner Explorer, Master Mind and Moment Program, Mindfulness and Mind-Body Skills for Children, Mindful Schools, Resilient Kids, Still Quiet Place, Stress Reduction and Mindfulness Curriculum and Mindful Moment, and Wellness and Resilience Program.

A qualitative Exploration of Implementation Factors in a School-based Mindfulness and Yoga Program: Lessons learned from Students and Teachers (2017)

Jacinda K. Dariotis, Roxanne Mirabal-Beltran, Fallon Cluxton-Keller, Laura Feagans Gould, Mark T. Greenberg, Tamar Mendelson This article reports the results of a study on the qualitative perspectives of fifth- and sixth-grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low- income urban communities.