Supporting Teachers to Foster Students’ Psychological Needs: The Role of Mindfulness and Autonomy

• In Event: Social and Emotional Learning, Creativity, and Mindfulness: Essential Competences in Schooling

Abstract

Introduction, Literature, & Objectives. Numerous studies have shown that students thrive when their teachers support their basic psychological needs. Teachers play a crucial role in creating a supportive learning environment. Studies have shown that students who perceive their teachers as caring and supportive exhibit greater self-worth, sellbeing, and participation in school (Lavy & Naama-Ghanayim, 2020). Furthermore, a teacher’s support for students’ needs positiely correlates with student achievement (Kashy-Rosenbaum et al., 2018). Creating a safe and caring classroom environment helps students develop social and emotional skills, even without direct instruction. This proposal aims to investigate teachers’ perspectives on supporting students’ psychological needs.

Theoretical Framework. This study is informed by the self-determination theory (SDT) which emphasizes the importance of three core psychological needs: autonomy, relatedness, and competence. Satisfying these needs fosters positive emotions, autonomous motivation, and meaningful actions (Vansteenkiste & Ryan, 2013).

Methods & Data. Semi-structured interviews were conducted with participants who are elementary home-room teachers who participated in Purple School Program, a mindfulness- 3 –year program that helps schools implement SEL on a systemic level. Thematic analysis was used to identify themes, combining structural codes guided by research questions and theory-driven codes based on self-determination theory and mindfulness literature.

Preliminary Findings. The interviews depicted dedicated teachers deeply committed to their students’ wellbeing and learning. Teachers expressed beliefs rooted in understanding students’ needs, fostering a welcoming environment, and teaching with joy. They viewed teaching as a noble and essential profession, shaping students’ lives and guiding them toward personal development. Teachers demonstrated a commitment to improving students’ wellbeing and discussed using various strategies to support them, such as active listening and acceptance. However, when asked to articulate specific aspects of students’ needs addressed by these practices, teachers struggled to conceptualize these needs. Despite their positive outcomes, they lacked a deep understanding of the theoretical underpinnings of the practices.

Significance. This study highlights the need to provide teachers with a deeper knowledge base of the theory behind the practices to be able to understand the “why” behind any of the mindfulness practices. Teachers must be intentional and articulate the ways in which their teaching strategies align with and cater to students’ needs. Ultimately, the research contributes to the ongoing efforts to improve the educational landscape and promote students’ wellbeing through teacher support.

Authors

• Julia Mahfouz, University of Colorado - Denver

• Nava Levit-Binnun, Reichman University

• Ronna Raphaelli Hirsch, Reichman University