Compassion and Community: Results From a Mindfulness-Based Intervention for Teachers

• In Event: Love, Compassion, and Mindfulness: The Heart of Holistic Education

Abstract

K-12 teachers encounter numerous occupational stressors as part of their profession, and these stressors place them at risk of job-related stress and burnout. This study examined a mindfulness-based intervention (MBI) for teachers, Cultivating Awareness and Resilience in Education (CARE). Employing qualitative case study methodology, the study investigated how participants perceived the intervention immediately after completion and how they utilized it at a five-month follow-up. This study reveals that participants identified immediate and longer-term benefits, with aspects of compassion, adaptability, and community emerging as important factors in MBI interventions for teachers. The study concludes with recommendations on how to strengthen MBIs as professional development protocols and identifies areas for future research on how MBIs might further influence teacher performance.

Author

• Molly Serene Dunn, University of Maryland - College Park