ABSTRACT In primary education, more than half of all teachers experience a heavy workload which is often accompanied by detrimental health consequences. Compared to other professions, both the rate of sick leave and the chance of developing mental health problems are overrepresented among elementary school teachers. Despite the strong need to reduce the experience of stress among elementary school teachers, research on stress reduction in this particular population is relatively scarce. Previous studies in the general population have shown that practicing mindfulness significantly reduces stress. The present pilot study examined whether completing an 8-week Mindfulness-Based Stress Reduction (MBSR) training by elementary school teachers was associated with decreased levels of perceived stress, and improvements in mental health, mindfulness skills and self-compassion. It was also examined for whom the MBSR training could be most effective. The total research sample consisted of 71 elementary school teachers. Questionnaires were administered immediately before and after the training. Analyses revealed a significant reduction of perceived stress as well as significant increases in mental, emotional and social well-being, and in mindfulness skills and self-compassion, after completing the MBSR training. We also found indications that the training might exert a larger effect on a) teachers who have had, or currently have, symptoms of mental health problems, and/or, b) teachers who worked in schools with more complex pupil populations. The results of this pilot study provide the first indications that elementary school teachers do benefit from MBSR training. Additional research with a larger sample size and a stronger design with a control group included is needed to obtain more clarity about the potential of MBSR training as an intervention to reduce levels of stress and to ameliorate mental health problems among elementary school teachers.
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