Evaluating the Effects of a Teacher-implemented Mindfulness-based Intervention on Teacher Stress and Student Prosocial Behavior

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Abstract
Objectives: This pilot study evaluated the effects of a mindfulness-based intervention (MBI) on teacher stress and coping as well as students’ prosocial classroom behavior. This study also explored the implementation fidelity and social validity of this MBI with teachers. Methods: This study used a single-case multiple baseline design across four elementary teachers. The MBI consisted of self-practice and a proactively culturally-adapted classroom-based implementation. We gathered data on teacher stress and coping as well as student prosocial behavior in the classroom for two weeks. Teachers received weekly in-person fidelity checks and performance feedback. MBI sustainability was monitored with two-week and one-month follow-up questionnaires post-intervention. Results: MBI self-practice and classroom-based implementation were conducted with high fidelity and had strong social validity. The MBI decreased teacher stress for two of four teachers and improved coping abilities for two of four teachers. Further, three of four teachers reported the MBI had small yet desirable effects on students’ academic engagement, respectful behavior, and disruptive behavior in the classroom. Although results show potential promises in the short-term, follow-ups suggested the MBI had poor sustainability.Conclusion: This study provides proof of concept for the MBI’s potential to positively affect both teachers and students, but more research is needed to understand the mixed results. Results have practical implications for informing future research related to using MBI to reduce teacher stress and coping as well as for improving students’ classroom behavior. We hope this study encourages researchers to engage in MBIs to promote teacher and student well-being.