130 Chapter 7 development and the suitability of classroom practices compared to external trainers (Jennings, 2016). Ongoing research compares the effectiveness of regular classroom teachers versus external mindfulness instructors. Optimum results are achieved by programs delivered by teachers within the school, provided they have a solid mindfulness practice (Weare, 2019). However, if teachers lack such practice, a well-educated outside facilitator with personal experience may be more effective (Carsley et al., 2017). Motivating all teachers to prioritize mindfulness may be challenging. Therefore, schools can consider a whole-school approach where teachers explore various resilience skills, including mindfulness, aligned with their preferences (Seligman et al., 2009; van Zundert, 2017). Research related to mindful school leadership supports and encourages professional practice in schools that are informed by and directed towards being present and mindful (Schonert-Reichl and Roeser, 2016). That suggests that another possibility to promote mindfulness for teachers is to integrate it into the school organization in various ways. For example, this could involve organizing a professional development day focused on mindfulness, arranging MBSR return sessions for colleagues, and incorporating mindfulness exercises such as the 3-minute exercise or a shortened body scan before starting meetings. Integrating MBSR into teacher training or professional development courses is another option. Offering it as part of the Pedagogische Academie voor Basis Onderwijs (Pabo) curriculum could equip students with coping mechanisms during their studies and internships, helping them better manage stress before entering the education field. Students generally experience high levels of stress and Pabo students in particular (Bakker, 2021). Additionally, many teachers experience increased stress during their first years of employment compared to their more experienced colleagues (Bakker, 2021). In such cases, offering MBSR through employers could promote good employment practices that prioritize the well-being of teachers. In conclusion, successful integration of mindfulness in classrooms and schools requires supportive leadership, positive teacher attitudes, and tailored training approaches (Braun et al., 2024; Monteiro-Marin et al., 2023). By prioritizing teachers’ support and intrinsic motivation, schools can effectively promote mental resilience among both teachers and pupils. Whole-school approach Research indicates that whole-school approaches are more effective than individual curricula (Weare & Nind, 2011). It is an integrated approach in which a broad combination is made of initiatives, actions and measures that together ensure a high-quality school environment (Kleinjan et al., 2016; Weare & Nind, 2011). They contribute to reducing behavioral problems (De Nobile et al., 2015), enhancing social-emotional skills, positive behavior, and academic performance (Payton et al., 2008). Integrating initiatives and measures ensures a high-quality school environment, with each element reinforcing the others (Weare, 2015). The theoretical foundation for whole-school well-being approaches
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