95 Potential mediators in a Mindfulness-Based Stress Reduction program for elementary school teachers to reduce perceived stress and improve well-being and classroom climate: A multiple mediation model In addition to suggestions for further research, we also recommend some practical implications. This research showed that strengthening emotion regulation, self-efficacy and self-compassion are important components of MBSR programs for elementary school teachers. Emotion regulation is already well secured in the MBSR program and is, according to this research, an important aspect to maintain. To increase selfefficacy, it could be helpful to increase trust in oneself and to being more appreciative of the things that are going well. To pay more attention to self-compassion, components of self-compassion programs like Mindfulness Based Compassionate Living (van den Brink & Koster, 2019) or Mindful Self-Compassion (Germer & Neff, 2019) could be integrated into MBSR programs. Such a targeted approach may have the potential to significantly improve the effectiveness of MBSR programs in supporting teachers and, subsequently, their pupils. In addition, it is imperative to recognize that a holistic approach is essential. Rather than relying solely on individual interventions, adopting a comprehensive, whole-school strategy focused on well-being is necessary to foster positive mental health outcomes for both teachers and pupils (Weare, 2015). Mindfulness programs for teachers could be a great start since there are some indications that this may also improve school climate (Kuyken et al., 2022). In summary, the aim of this study was to examine the mediating processes underlying the effectiveness of an MBSR program for Dutch elementary school teachers. The multiple mediation model showed that self-compassion and emotion regulation mediated the effects of the MBSR program on perceived stress. Additionally, self-compassion mediated the effect of the MBSR program on well-being and teacher self-efficacy mediated the effect of the program on improvement of classroom climate quality. Our findings imply that the intervention components targeting self-compassion and self-efficacy might increase the effectiveness of MBSR programs in reducing teachers’ perceived stress and improving teachers’ well-being and classroom climate quality. 5
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