Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials.

TLDR

The study discusses implications for teaching and learning. The study examined the effects of mindfulness training versus waitlist control on teachers’ psychological and physiological stress and burnout in two field trials. The trials involved 113 teachers (89 % female) from Canada and the US, with measures collected at baseline, post‑program, and 3‑month follow‑up after random assignment. Mindfulness training led to higher completion rates, increased mindfulness, focused attention, working memory, and self‑compassion, and reduced occupational stress and burnout, with these psychological gains mediating reductions in anxiety and depression; physiological stress measures showed no significant changes.

Abstract

The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers’ occupational stress and burnout were examined in 2 field trials. The sample included 113 elementary and secondary school teachers (89% female) from Canada and the United States. Measures were collected at baseline, post-program, and 3-month followup; teachers were randomly assigned to condition after baseline assessment. Results showed that 87% of teachers completed the program and found it beneficial. Teachers randomized to MT 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. No statistically significant differences due to MT were found for physiological measures of stress. Mediational analyses showed that group differences in mindfulness and selfcompassion at post-program mediated reductions in stress and burnout as well as symptoms of anxiety and depression at follow-up. Implications for teaching and learning are discussed.