26 Chapter 2 METHODS Procedure Teachers who were interested and met the following criteria were able to register via an online system at a teacher training college (Pabo) in Rotterdam: a) teaching at least two days in the same group between the start of the school year and the end of MBSR training. b) not have previously completed mindfulness-based training totaling more than 4 hours. An intake interview was conducted with all teachers by the MBSR trainer. The pilot was divided into four starting periods spread across two school years, allowing teachers to begin training in September 2017 and 2018, as well as March 2018 and 2019. During the online registration process, teachers were asked to provide the name of their school, enabling linkage to the school’s socioeconomic status (SES) weight. This weight percentage is publicly available and can be obtained free of charge. Subsequently, it was found that 73% of teachers taught at schools with less than 17% pupils with low SES weight, while 27% taught at schools with more than 17% pupils with a low SES weight. During the telephone intake interview, participants were asked about their current psychological well-being and whether they had experienced psychological complaints in the preceding period. Participants As depicted in Table 1, 71 teachers from 23 different schools in Rotterdam and the surrounding area participated in the study (M age = 40.7 years; SD = 11.4). They were enrolled between September 2017 and March 2019. The participants’ teaching experience in primary education ranged from 1 to 40 years (M work experience = 14.9 years; SD = 10.5). For this study, we examined the average percentage of school weight1 among elementary schools in the municipality of Rotterdam, which remained at 17% throughout the study period.
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