Supporting Teachers Through Mindfulness Practices: The Impact of Mindfulness Intervention for Middle-Grades Teachers to Support the Development of Academic Optimism

• In Event: Building Shared Knowledge: Research on the Health and Well-Being of Middle-Grades Youth

Abstract

This mixed-method study examined the impact of mindfulness interventions to foster greater academic optimism and mindfulness in teachers through grades PK-12, focusing on grades 5-8. The study sample included 107 educational professionals from two different school districts in a western state. All participants received a mindfulness intervention to foster three constructs of academic optimism: teacher self-efficacy, teacher trust in parents and students, and academic emphasis. Participants underwent a pre and post-test; then, another post-test was given eight weeks after the intervention. During the eight weeks, half of all participants randomly took part in a weekly check-in. The independent variable was time, and the dependent variables were mindfulness, self-efficacy, trust, and academic emphasis. For the qualitative data, the researcher conducted three focus groups, and data were gathered from email communications with participants. The quantitative analysis did not indicate significant differences between the variables. The qualitative data confirmed the impact the mindfulness intervention had on teacher well-being, classroom climate, and relationship building between teachers and students in grades 5-8. The participants reported mindfulness training made a difference in their teacher self-efficacy and academic trust. Additionally, this study demonstrated that an increase in teacher optimism positively influenced student achievement.

Authors

• Janeen Marie Goree, Fresno Pacific University

• Nancy Akhavan, California State University - Fresno