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Teaching Mindfulness-Based Programs online: perceived costs and benefits.

Alison M Burton1, Rebecca S Crane2, Gemma M Griffith2

  • 1Centre for Mindfulness Research and Practice, School of Psychology and Sports Science, Bangor University, Bangor, Wales, UK. sep844@bangor.ac.uk.

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|December 9, 2025
PubMed
Summary
This summary is machine-generated.

Online mindfulness teachers face challenges with embodiment and safeguarding but value wider accessibility. The study highlights a lack of demographic diversity in online mindfulness teaching, potentially limiting broader societal impact.

Keywords:
MBI:TACMental healthMindfulnessMindfulness-Based Programs (MBPs)OnlineQualitativeTeachers

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Area of Science:

  • Mindfulness research
  • Online education
  • Therapeutic program delivery

Background:

  • Mindfulness-Based Programs (MBPs) are increasingly delivered online.
  • Understanding the online teaching experience is crucial for program development and accessibility.
  • Previous research has not fully explored the demographics and experiences of online MBP facilitators.

Purpose of the Study:

  • To examine the demographics of online Mindfulness-Based Programs (MBPs) teachers.
  • To understand the experiences, challenges, and opportunities of teaching MBPs online.
  • To inform strategies for widening access to mindfulness interventions.

Main Methods:

  • A 50-question online survey was administered to 109 MBP teachers in the UK.
  • Quantitative data were analyzed using SPSS.
  • Qualitative responses underwent Content Analysis to identify key themes.

Main Results:

  • Teachers reported challenges in embodying mindfulness and safeguarding participants online.
  • Positive aspects of online teaching included increased accessibility.
  • A significant lack of demographic diversity was observed within the online mindfulness teaching community.

Conclusions:

  • Further research is needed on best practices for online MBP delivery, focusing on embodiment and safeguarding.
  • Identified challenges and opportunities are relevant to broader online learning and therapeutic contexts.
  • The lack of diversity among online MBP teachers may hinder the programs' reach into diverse societal sectors.