The Mind-Body Group for Teacher Stress

• In Event: Teacher Well-Being

Abstract

Authors overview the design, implementation and results of three-part online group intervention, the Mind-Body Group for Teacher Stress (MBGTS). MBGTS incorporates both trauma-informed care practices and mind-body therapies with a goal to equip teachers with skills to effectively manage stressors. Authors utilized a qualitative approach to evaluate MBGTS, collecting data through interviews and focus groups with participants. Data was analyzed using thematic analysis, yielding an overarching theme of “group experience.” Within this theme, authors review reported benefits and challenges of MBGTS. Benefits included structure and consistency that the group offered to participants as well as appreciation for mind-body skills. Challenges included difficulties with the online format of the group. Implications for future research in mind-body groups with teachers are discussed.

Authors

• Maytal Eyal, The University of Texas at Austin

• Travis Bauer, University of Texas at Austin

• Christopher J. Mccarthy, The University of Texas at Austin