25 Mindfulness-Based Stress Reduction intervention for elementary school teachers: a pilot study Mindfulness among elementary school teachers To date, hardly any international research has been conducted into the effectiveness of mindfulness among elementary school teachers. Research in this field in the Netherlands is completely lacking. The research by Jennings et al. (2017) among 224 American k-5 teachers (similar to primary education) is the largest research to date. The research shows promising results. Compared to the control group, the intervention group shows significant reduction in experienced stress, perceived time pressure and an improvement in mindfulness and emotion regulation through self-reporting. In addition, the teachers in the intervention group indicate that they experience more self-awareness (96%), an improvement in mental health and well-being (88%) and less work stress (66%). They also report coping more effectively and compassionately with the behavior of their pupils (86%). Previous studies, in which a mix of teachers from various forms of education participated, reveal similar findings (Roeser, 2016; Roeser et al., 2012; Skinner & Beers 2016). For example, it appears that when teachers can use mindfulness skills, they are better able to estimate and respond to emotionally provocative situations in the classroom. This reduces the stress experienced and improves mental well-being. Investing in sustainable stress reduction for elementary school teachers is necessary, particularly due to the negative consequences of persistent stress. In the absence of such research in the Netherlands, we conducted an initial pilot study to investigate the effects of an MBSR training aimed at reducing stress experienced by 71 elementary school teachers. Following the training, it was anticipated that teachers would experience reduced stress levels and improvements in mindfulness skills, self-compassion, and mental health. Since elementary school teachers comprise a diverse group, some teachers may derive greater benefits from the MBSR intervention than others. For instance, teachers at urban schools often encounter more stress due to working with complex pupil populations compared to teachers in rural areas (Ouellette et al., 2018). Therefore, teachers working with more complex pupil populations might derive greater benefits from the intervention. Additionally, it’s possible that teachers who have experienced psychological issues or currently experience psychological complaints may also benefit more from the MBSR training (Goldberg et al., 2018). 2
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