32 Chapter 2 DISCUSSION The aim of this pilot study was to investigate the effectiveness of the eight-week MBSR training for elementary school teachers to reduce perceived stress and improve mindfulness skills, self-compassion and mental health. In addition, it was also investigated whether certain teachers might benefit more from the MBSR training. The results of this pilot study showed that participating the MBSR intervention resulted in a significant decrease in perceived stress. In addition, there appeared to be an increase in both mindfulness skills and self-compassion, which is in line with previous research, which indicates that mindfulness training helps build self-compassion and self-acceptance (Kuyken et al., 2010; Sedighimornani et al., 2019). Additionally, there was a significant increase in mental health between the pre- and postmeasurement, aligning with the findings of Jennings et al. (2017). Their research, like ours, not only indicates a significant reduction in perceived stress but also demonstrates improvements in the mental health and well-being of teachers. The results suggest that MBSR training is effective in reducing perceived stress among elementary school teachers in the Netherlands. With some caution, it can be inferred from this study that the training probably may have a more positive impact on teachers who start the training and have experienced psychological complaints in the years prior, as well as on teachers working with a more complex pupil population. This latter finding is consistent with the study by Jennings et al. (2011), which demonstrated significant improvements in mindfulness skills application and time pressure management among elementary school teachers in city center schools, characterized by ‘high-risk settings’, compared to teachers in rural areas. Limitations of the study The current study provided some preliminary insights for follow-up research, but it also had limitations. Although the study population was relatively large for a pilot study, the results should still be interpreted cautiously. For instance, due to the limited power of the subgroups, we chose to combine current complaints and past complaints into the variable ‘psychological complaints’, whereas ideally, these would be analyzed separately. Additionally, the absence of a control group makes it unclear whether the observed effects are solely attributable to the intervention or could be influenced by natural progression or regression to the mean. Furthermore, the ‘self-selection bias’ may have influenced the results. It is possible that teachers interested in mindfulness or those experiencing stress were more inclined to participate, potentially affecting the observed effects. Follow-up research, such as a Randomized Controlled Trial (RCT) or repeated single case studies, could help address this issue. Additionally, the lack of follow-up assessments prevents us from assessing the long-term sustainability of the training’s effects. The regional scope of the study also limits the generalizability of the results to the broader profession. Lastly,
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