14 Chapter 1 elementary school teachers primarily teach children aged 4 to 12, remain comparatively understudied. Standard MBSR versus tailored Mindfulness-Based Interventions (MBIs) Most studies on mindfulness for teachers examine MBIs that are adapted to the educational field and, therefore, differ in terms of content and duration from the standard MBSR program as described earlier. According to Crane and colleagues (2016), MBIs emphasize systematic and sustained training in formal and informal mindfulness meditation practices for both mindfulness-teachers and participants. These interventions are rooted in mindfulness, integrating core curriculum elements with adapted ones, tailored to specific contexts and populations. Program variations in structure, length, and delivery can be adjusted to suit the population and context. The meta-analysis of 29 studies by Klingbeil and Renshaw (2018) evaluated teacher interventions in which training mindfulness skills was the primary therapeutic component. There was a large variety in duration (from 2 to 36 weeks) and dosage (from 2 to 75 hours) of the MBIs and the interventions could also differ in content. In addition to mindfulness skills, an intervention could also place more emphasis on, for example, self-compassion or emotion-regulating skills (Jennings et al., 2017; Roeser et al, 2013). Furthermore, working with and researching adapted MBIs prompts an exploration into how the effects of these tailored interventions in educational settings differ from standard MBSR programs. The current evidence presents a mixed picture. For example, the Cultivating Awareness Resilience in Eduction (CARE) intervention, despite being highly tailored, did not consistently enhance teacher self-efficacy across multiple studies (Jennings et al., 2011, 2013). In contrast, Mindfulness-Based Wellness Education (MBWE), with only minor adjustments for teachers, demonstrated significant improvements in self-efficacy (Poulin et al., 2008). These discrepancies in outcomes highlight the importance of considering the nuances in the design of mindfulness programs, as variations in customization may impact their effectiveness and reported outcomes. As the evidence base continues to expand, it becomes imperative to pinpoint the specific components of MBIs that are most efficacious for teachers. Thus, while MBIs are often tailored to the educational field, the inconsistency in results raises questions about the necessity of such adjustments. This is particularly relevant given evidence from the medical context suggesting that standard programs like Mindfulness-Based Cognitive Therapy or MBSR may outperform tailored MBIs (Cillessen et al., 2019). In addition, a standard program is easier to implement. In search of evidence Numerous studies collectively support the positive effects of Mindfulness-Based Interventions (MBIs) in teachers. Klingbeil and Renshaw’s (2018) meta-analysis of 29 studies, encompassing various MBIs such as MBSR, Stress Management and Relaxation Techniques-in-education (SMART), CARE and Cultivating Emotional Balance Training, revealed positive impacts on teachers’ occupational stress and burnout, mindfulness
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