Studies of emotional training of aspiring and practicing teachers report positive outcomes for dealing with emotions and reducing stress and burnout¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2025 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Prior studies of pre-service and in-service teacher emotional training, including mindfulness-based programs, report positive outcomes in teachers' ability to deal with their own and students' emotions and reduced stress and burnout. → Elena Savina 2025

Evidence¶

Elena Savina 2025¶

Elena Savina, Caroline Fulton, Christina Beaton. (2025). Teacher Emotional Competence: A Conceptual Model. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10018-2

q2 · i? · theoretical · r3

The review narrates prior training studies targeting skills such as emotion identification, empathy, emotion regulation, coping, and mindfulness, stating "The outcomes of these studies are positive in terms of promoting teachers' ability to deal with their own and students' emotions and reducing teachers' stress and burnout." No pooled effect sizes are printed.

"The outcomes of these studies are positive in terms of promoting teachers' ability to deal with their own and students' emotions and reducing teachers' stress and burnout."

Discussion¶

Learner Variables¶

• Emotional Intelligence — outcome: instruction changes it

Related Claims¶

• Mindfulness and meditation interventions supported teacher well-being in 10 of 12 studies, with two studies showing non-significant changes — related
• Mindfulness and stress management skills may produce positive effects on educator sleep, self-regulation, self-compassion, and job satisfaction — related
• Professional development interventions showed mixed outcomes, with 14 of 20 studies supportive and 6 non-supportive — related
• Gratitude, therapy-based, and the single physical activity intervention positively contributed to teacher well-being, though the physical activity intervention did not mitigate burnout — related
• School meditation programmes foster small improvements in well-being, more consistently reducing negative outcomes than promoting positive ones — related
• School meditation studies show significant improvements in emotional regulation, including reduced involuntary stress responses and behavioural dysregulation — related
• A practice brief reviewing self-regulation interventions reports substantial benefits of mindfulness programs for cognitive and emotional regulation, stress and mental health in adolescents and young adults — related
• Mindfulness practices are linked to positive school climate outcomes including compassion, well-being, and self-regulation — related
• Educator social-emotional competency and wellbeing contribute to warm student-teacher relationships and to trusted adults who model stress management for students — related
• Teacher ill-being shows a small negative association with student motivation and achievement (r = –.13) — related
• Mindfulness-based wellbeing initiatives have a positive effect on the wellbeing of primary and secondary educators — related
• Some social-emotional and cognitive-behavioural initiatives showed no effect or a negative effect on educator wellbeing — reports the opposite
• In RCTs, effects on stress (g=1.79) and professional burnout (g=0.82) increased at short-term follow-up, while effects on anxiety, sleep, and wellbeing were non-significant — a narrower finding that bears on this claim