Understanding Contemplative Practice in Special Educator Well-Being

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT048 (Friday)

Abstract

This qualitative study explores the impacts of contemplative practices on educators’ well-being, specifically focusing on K-12 teachers working with students with emotional/behavioral disorders (EBD). Guided by bell hooks' theory of engaged pedagogy, the research examines how educators narrate their use and understanding of contemplative practices and the perceived effects on their resilience and coping strategies amid significant teaching stressors. Utilizing a two-phase descriptive social-design experiment, this study aims to deepen our understanding of how these practices facilitate teacher self-actualization and contribute to a supportive learning environment. Ultimately, this research highlights the potential of contemplative practices in enhancing teacher well-being in challenging educational contexts.

Author

• Richard Williams, University at Buffalo - SUNY