Results from a pre-post, uncontrolled pilot study of a mindfulness-based program for early elementary school teachers

Area of Science:

• Educational Psychology
• Occupational Health
• Mindfulness Studies

Background:

• Mindfulness-based programs offer a promising avenue for enhancing teacher well-being and occupational health.
• Empirical research on mindfulness interventions for educators is still developing.
• This study focuses on the Mindfulness-Based Emotional Balance (MBEB) program for early elementary teachers, a unique application with a new instructor and extrinsic motivators.

Purpose of the Study:

• To evaluate the acceptability and effectiveness of the MBEB program for early elementary teachers.
• To assess changes in teachers' skills, mindsets, well-being, occupational health, and teaching practices.
• To gather teacher feedback for program improvement.

Main Methods:

• A pre-post, uncontrolled pilot study design was employed.
• The study included 21 pre-kindergarten to third-grade teachers from the Pacific Northwest.
• Program acceptability was measured by attendance and self-reported benefits, while effect sizes quantified changes in various teacher outcomes.

Main Results:

• Teachers attended 87% of sessions, with 58% reporting personal and 58% reporting professional benefits.
• Significant effect sizes were observed for changes in teachers' skills and mindsets (small to large).
• Small to medium effect sizes were noted for improvements in well-being, occupational health, and teaching practices.

Conclusions:

• The MBEB program appears beneficial for early elementary teachers, even with a new instructor and extrinsic motivation.
• Teachers suggested shortening the program and enhancing its relevance to classroom practices.
• Findings support further research and larger-scale trials of mindfulness programs for teachers.