In the moment: Does mindfulness hold the key to improving the resilience and wellbeing of pre-service teachers?. (November 2019)

• Record Type: Journal Article
• Authors: Birchinall, Liz; Spendlove, David; Buck, Rob
• Is Part Of: Teaching and teacher education. Volume 86(2019)
• Publication Date: 2019-11
• Subjects: Pre-service teachers -- Mindfulness -- Stress -- Anxiety well-being -- MBIs (mindfulness-based interventions); Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2019.102919
• Languages: English
• ISSNs: 0742-051X

Abstract

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. Highlights: Pre-service teachers and teachers are susceptible to high levels of stress and anxiety. 312 000 teaching days lost annually in England through absence due to teacher stress costing approximately £65 million. Substantial evidence suggests that MBIs reduce stress and anxiety. Evidence suggests MBIs in pre-service teacher education programmes have the potential to reduce stress and anxiety. There is currently a lack of high-quality evidence pertaining to this specific issue.