Does Mindfulness Training Improve Stress Levels for Teachers of Students With Special Needs?

• In Event: Poster Session 11
  In Poster Session: Motivational Beliefs in Instructional Contexts

Abstract

The purpose of this study was to examine whether mindfulness training alleviates teacher stress and increases teachers’ perceived control and self-efficacy. We hypothesized that teachers who practiced mindfulness training would show a reduction in stress across all measures, compared to teachers who only journaled about stress. Preliminary findings suggest that teachers are under a great deal of stress, and that it varies greatly over a marking period. Given the small pilot data sample, there was some indication that mindfulness training was related to a slightly greater ability to handle stress and greater sustained calmness over time. However, both mindfulness training and journaling had some positive benefits for teachers. Implications for practice and theory are discussed.

Authors

• Michele Gregoire Gill, University of Central Florida

• Valerie Sims

• Bradford Schroeder, University of Central Florida

• Daphne Whitmer