ERIC Number: EJ1472537
Record Type: Journal
Publication Date: 2025-Jun
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2159-2020
EISSN: EISSN-2161-1505
Available Date: 2025-01-25
Evaluating the Effects of a Teacher-Implemented Mindfulness-Based Intervention on Teacher Stress and Student Prosocial Behavior
Mary L. Phan1; Tyler L. Renshaw1; Melanie M. Domenech RodrÃguez1; Maryellen Brunson McClain2; Eh Ler Moo1; Austin Humphries3; Breanna Parker3
Contemporary School Psychology, v29 n2 p393-409 2025
This pilot study evaluated the effects of a mindfulness-based intervention (MBI) on teacher stress and coping as well as students' prosocial classroom behavior. This study also explored the implementation fidelity and social validity of this MBI with teachers. This study used a single-case multiple baseline design across four elementary teachers. The MBI consisted of self-practice and a proactively culturally-adapted classroom-based intervention. We gathered data on teacher stress and coping as well as student prosocial behavior in the classroom for two weeks. Teachers received weekly in-person fidelity checks and performance feedback. MBI sustainability was monitored with two-week and one-month follow-up questionnaires post-intervention. MBI self-practice and classroom-based implementation were conducted with high fidelity and had strong social validity. The MBI decreased teacher stress for two of four teachers and improved coping abilities for two of four teachers. Further, three of four teachers reported the MBI had small yet desirable effects on students' academic engagement, respectful behavior, and disruptive behavior in the classroom. Although results show potential promises in the short-term, follow-ups suggested the MBI had poor sustainability. This study provides proof of concept for the MBI's potential to positively affect both teachers and students, but more research is needed to understand the mixed results. Results have practical implications for informing future research related to using MBI to reduce teacher stress and coping as well as for improving students' classroom behavior. We hope this study encourages researchers to engage in MBIs to promote teacher and student well-being.
Descriptors: Metacognition, Stress Management, Intervention, Stress Variables, Prosocial Behavior, Coping, Teacher Behavior, Student Behavior, Well Being, Program Implementation, Fidelity
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1Utah State University, Department of Psychology, Logan, USA; 2Indiana University, Department of Counseling and Educational Psychology, Bloomington, USA; 3Woodruff Elementary School, Logan, USA