Mindfulness and meditation interventions supported teacher well-being in 10 of 12 studies, with two studies showing non-significant changes¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2–q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Ten of the mindfulness and meditation interventions supported teacher well-being, reducing burnout, perceived stress and depression and improving self-compassion and coping. → Pauliina Avola 2025 q3 i? Two mindfulness interventions were non-supportive, with reported reductions in stress and improvements in well-being that were not statistically significant. → Pauliina Avola 2025 (2)

Evidence¶

Pauliina Avola 2025¶

Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen. (2025). Interventions to Teacher Well-Being and Burnout A Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09986-2

q3 · i? · review · r2

Review's outcome synthesis for the mindfulness/meditation theme (12 studies). "Of the mindfulness and meditation interventions, ten (n =10) supported teacher well-being", with reported benefits including reduced burnout, improved perceived stress and depression, increased resilience and self-compassion, and maintained or enhanced gains at follow-up (Rupprecht et al., 2017).

"Of the mindfulness and meditation interventions, ten (n =10) supported teacher well-being."

Pauliina Avola 2025 (2)¶

Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen. (2025). Interventions to Teacher Well-Being and Burnout A Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09986-2

q2 · i? · review · r2

The review reports two non-supportive mindfulness studies: "participants reported reductions in perceived stress and emotional exhaustion, but the differences were insignificant" (Ancona & Mendelson, 2014), and Schwind et al. (2022) reported improved well-being and self-compassion scores that were not statistically significant.

"Ancona and Mendelson (2014) point out that participants reported reductions in perceived stress and emotional exhaustion, but the differences were insignificant."

Discussion¶

Related Claims¶

• Professional development interventions showed mixed outcomes, with 14 of 20 studies supportive and 6 non-supportive
• Studies of emotional training of aspiring and practicing teachers report positive outcomes for dealing with emotions and reducing stress and burnout — related
• School meditation programmes foster small improvements in well-being, more consistently reducing negative outcomes than promoting positive ones — related
• Teacher well-being intervention content falls into seven activity themes, with professional development (n=20) and mindfulness/meditation (n=12) most common — related
• Mindfulness and stress management skills may produce positive effects on educator sleep, self-regulation, self-compassion, and job satisfaction — related
• Most reviewed teacher well-being interventions (37 of 46) were categorised supportive, while 9 showed no significant impacts — a broader claim this one bears on
• A scoping review identified 46 peer-reviewed teacher well-being and burnout intervention studies covering 7369 participants in 15 countries, mostly quantitative — a broader claim this one bears on
• Mindfulness practices are linked to positive school climate outcomes including compassion, well-being, and self-regulation — related
• Mindfulness-based wellbeing initiatives have a positive effect on the wellbeing of primary and secondary educators — possibly the same claim (merge candidate)