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


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
Early online date6 Sep 2019
Publication statusPublished - 2019