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Comparing mindfulness training (MT) routes for teachers, this study found that even intensive training had low competency rates. Shorter training models did not significantly differ in teacher competency, questioning abbreviated routes for effective MT dissemination in schools.

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Area of Science:

  • Educational Psychology
  • Mindfulness Research
  • Teacher Training

Background:

  • Growing evidence supports mindfulness training (MT) in schools.
  • Limited high-quality data exists on effective training models for school-based MT delivery.
  • Scalable training routes are crucial for widespread MT dissemination.

Purpose of the Study:

  • To compare four distinct training routes for school teachers delivering MT.
  • Routes varied in intensity and scalability.
  • Evaluated teaching competency, training acceptability, and cost-effectiveness.

Main Methods:

  • Schools were randomized to four training routes.
  • Routes included combinations of instructor-led vs. self-taught personal mindfulness courses and 4-day vs. 1-day MT program training.
  • Competency was assessed using an adapted Mindfulness-based Interventions Teaching Assessment Criteria.

Main Results:

  • Substantial attrition occurred across all training routes.
  • Instructor-led personal mindfulness courses improved teacher skills more than self-taught.
  • The most intensive route achieved minimum competency in only 29% of commencing teachers (56% of completers).
  • Differences in competency between intensive and scalable routes were modest.
  • Economic evaluation indicated the existing route was more expensive and effective, but without statistically significant differences.

Conclusions:

  • The study questions the efficacy of abbreviated teacher training for increasing scalability.
  • Many teachers may require additional support to achieve competency for classroom MT delivery.
  • Further research is needed on optimal training structures for school mindfulness programs.