Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms.

Abstract

Mindfulness training (MT) for teachers has become popular, yet gaps remain in our understanding of the time-course of the impacts of MT on teacher- and classroom-outcomes; the generalizability of MT impacts on elementary versus secondary teachers; and how characteristics of teachers and schools may moderate the impacts of MT. In this randomized-controlled trial, we examine the near- and longer-term impacts of the Mindfulness-Based Emotional Balance (MBEB) program with regard to improving middle school teachers' mindfulness, self-compassion, occupational health and well-being, and quality of interactions with students in their self-nominated "most stressful classroom." The sample included 58 sixth through eighth grade teachers randomized to condition (n = 29 MBEB and n = 29 Waitlist Control) who were assessed at baseline, postprogram, and follow-up (4 months later). Results showed that compared with controls, MBEB teachers reported greater occupational self-compassion and less job stress and anxiety at postprogram and follow-up; as well as less emotional exhaustion and depression at follow-up. No observed differences in quality of teachers' interactions with students in their most stressful classrooms (classroom organization or emotional support) were found at postprogram. At follow-up, however, results showed MBEB teachers had better classroom organization than control teachers. Exploratory analyses showed that longer-term impacts of MBEB were moderated by teaching experience and school type, with newer teachers (<= 5 years) and teachers in Grades 6-8 schools showing more beneficial personal and classroom outcomes at follow-up compared with more experienced teachers or those working in Grades K-8 schools, respectively. Implications for future research and teacher professional development are discussed. Educational Impact and Implications Statement Results of this study show that mindfulness training (MT) for middle school teachers is acceptable and effective, and that both teacher- and classroom-level benefits of MT accrue over time. Specifically, we found that the Mindfulness-Based Emotional Balance (MBEB) program was well accepted by middle school educators-teachers in this study attended 80% or more of program sessions, found the instructor to be genuine, trustworthy and competent, and engaged in some formal practice of mindfulness between group sessions. The MBEB program was also effective in that middle school teachers who engaged in the program reported lower job-related stress and fewer feelings of anxiety immediately after the program and 4 months later, and also felt less emotionally exhausted and depressed 4 months later as well compared with control teachers. Based on observers' classroom ratings, we also found that teachers who participated in the MT had better classroom organization in their "most stressful classroom of adolescents" at follow-up. These beneficial teacher and classroom outcomes were strongest for newer teachers (5 years or less of teaching experience) and for teachers working in middle (Grades 6-8) versus K-8 schools who undertook the training, especially at follow-up during a new school year. Programs like MBEB may be a useful part of ongoing secondary teacher professional development efforts aimed at stress management and the improvement of classroom teaching, and may be especially beneficial in these regards for secondary teachers who are newer to the teaching profession, and those who are working in Grades 6-8 middle schools.