Contemplative Practices and Teacher Stress: A Narrative Study of Head Start Educators

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: Caring for Teachers: Stress, Isolation, and Collective Well-Being

Abstract

This narrative inquiry explored the life experiences of three Head Start teachers of color to understand how they came to contemplative practices (CPs) and how these practices supported their ability to cope with teaching stress. The findings revealed participants were introduced to CPs through family, friends, faith traditions, friendships, therapy and Head Start curricula. They used CPs such as breath work, mindfulness, prayer, and movement to cope with stress. The findings indicate the need to emphasize spiritual and cultural practices as components of teacher well-being. Also, schools can be intentional about expanding professional development to includes contemplative practices beyond mindfulness interventions to help teachers make connections to familiar practices that provide grounding and sustainability in early childhood classrooms.

Author

• Candice McKinnon, California State University - Channel Islands