Teachers and mindfulness: a meta-analysis
The purpose of this study was to evaluate the effects of mindfulness as an intervention for teachers by conducting a meta-analysis. A thorough review of the literature resulted in only 5 studies that met the criteria for the meta-analysis. The five experimental designs evaluated the effects of mindfulness-based interventions on teacher outcomes. The results revealed that mindfulness had a significant effect on teachers’ mental health, well-being and emotional well-being. Of the nine outcome variables derived from all five studies, only two outcome variables, self-compassion and positive affect yielded high effect sizes. A high effect size reported for self-compassion suggests that, as a result of mindfulness training, teachers tend to show compassion for themselves while viewing their difficulties as part of the shared human experience in their role as teachers. A large effect size for positive affect implies teachers’ are able to manage their negative feelings in order to exhibit more positive moods and emotions. While mindfulness reveals to be an effective measure for improving well-being and stress, social workers should advocate for changing the context in which teachers function such as; overwhelming demands that are being placed upon educators. Future research including a post intervention follow-up to examine the sustainability of the mindfulness skills and other variables that were impacted by the mindfulness interventions can help strengthen the evidence base of the effectiveness of mindfulness-based interventions.