125 Summary and general discussion Training Program, Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models, and Christian Prayer and Prayer-Reflection. However, due to methodological differences and the varying quality of the studies, it is difficult to draw definitive conclusions about the most effective interventions for educators’ mental health. Von der Embse et al. (2019) conducted a systematic review of 64 studies on teacher stress interventions published between 1998 and 2017, including both experimental and quasi-experimental research. They concluded that mindfulness, behavioral, and cognitive-behavioral interventions were the most effective, while interventions that were solely informational were the least effective. Similarly, Sanetti et al. (2021) reviewed 18 articles from 1987 to 2016 and discovered that the most frequently evaluated stress-reduction interventions involved meditation or mindfulness-based practices. Mindfulness could therefore play a role in multifaceted interventions. For example, Acceptance and Commitment Therapy (ACT), a ‘third wave’ cognitive therapy incorporating cognitive strategies and mindfulness, focuses on psychological flexibility, self-concept, values and committed action, potentially making it more effective than CBT or REBT for stress reduction (Agyapong et al., 2023; Wetherell et al., 2011). However, ACT research within the educational field is still in its infancy. At the moment, research has mainly been conducted into the effect on students and as far as we know there is no thorough research into the effect on teachers’ stress reduction. Strengths A notable strength of this thesis lies in its comprehensive methodology, including a preregistered study protocol for a mixed-method investigation. It incorporates an RCT with a 3-month follow-up, qualitative research, and mediation research. This design enables exploration of MBSR from multiple perspectives, including research on its working mechanisms—a combination that is rare in the current state of research in this context. Moreover, it represents the first large-scale RCT examining the effectiveness of MBSR on perceived stress in elementary school teachers in the Netherlands, utilizing a substantial sample of 146 teachers from 62 different schools, covering all year groups in elementary school. This is particularly notable given the relatively limited research on elementary school teachers compared to mixed teacher populations or those in secondary and higher education (Jennings, 2017). Another strength is the bottom-up approach employed in this study. The standard MBSR training for teachers was already being offered by a university of applied sciences in the area. Based on the positive feedback from participating elementary school teachers, the idea for a pilot program emerged, which was then followed by a RCT in which teachers were encouraged to participate voluntarily. This approach fostered a sense of ownership and investment among participants, enhancing the study’s overall effectiveness and credibility, as evidenced by low dropout rates. With regard to choice of outcome measures, it is noteworthy that the study not only examined the effect on teachers but also explored its potential impact on pupils and classroom climate quality. This holistic approach provides a more nuanced understanding of the intervention’s broader implications. Regarding intervention fidelity, another strength is 7
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