In the moment: Does mindfulness hold the key to improving the resilience and wellbeing of pre-service teachers?

Research output: Contribution to journalReview articlepeer-review

Abstract

In the English academic year 2016-17, approximately 312 000 teacher days were lost due to mental ill health, at a cost of around £65 million. Stress amongst pre-service teachers is emerging as an important area of research with increasing concerns for those entering the profession. Mindfulness-based interventions (MBIs) are effective in reducing stress in multiple populations. This position piece synthesises current literature to discuss whether MBIs would be useful for stress reduction in pre-service teachers. In summary, evidence suggests that MBIs have potential to reduce stress in pre-service teachers and their inclusion should be considered in initial teacher education.

Bibliographical metadata

Original languageEnglish
Article number102919
JournalTeaching and Teacher Education
Volume86
Early online date6 Sep 2019
DOIs
Publication statusPublished - 2019