55 Mindfulness-Based Stress Reduction for elementary school teachers: a randomized controlled trial a buffer against the negative effects of stress on well-being (Neff et al., 2018a; Phillips & Hine, 2021; Zessin et al., 2015). In summary, the intervention is anticipated to enhance teachers’ mindfulness skills (Jennings et al., 2017) and foster self-compassion (Roeser et al., 2022). This, in turn, is expected to promote improved emotion regulation (Tang et al., 2015; Roeser et al., 2022; Jennings et al., 2017), leading to a reduction in perceived stress and an increase in emotional, psychological, and social well-being (Querstret et al., 2020; Jennings et al., 2017; Roeser et al., 2022). Regarding teacher skills, past MBSR interventions among teachers have demonstrated an increase in teachers’ self-efficacy (Emmerson et al., 2017). This enhanced self-efficacy, facilitated by the fostering attitude of self-compassion, is anticipated to contribute to improved pupil-teacher relationships and a higher classroom climate quality (Robertson & Dunsmuir, 2013; Meristo & Eisenschmidt, 2014; Chong & Kong, 2012). For a visual representation of the theory of change, please refer to Figure 1. Figure 1. Theory of change Mindfulness-Based Interventions for teachers Over the past two decades, research on Mindfulness-Based Interventions (MBIs) for teachers has steadily grown. However, there is a notable scarcity of studies specifically addressing elementary school teachers. Furthermore, RCTs are relatively few, preregistration of study protocols is uncommon, and follow-up assessments are rare. The existing research on MBIs in education is predominantly conducted within the United States for pupils aged 5 to 18, differing from European educational systems where elementary school teachers primarily instruct children aged 4 to 12 (Emerson et al. 2017; Hwang et al., 2017; Klingbeil and Renshaw, 2018; Zarate et al., 2019). Unlike teachers in secondary or higher education, elementary school teachers typically maintain a consistent group of pupils for five days a week, fostering a stronger teacher-pupil relationship and 4
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