Mindfulness training (MT) for teachers has become popular, yet gaps remain in our understanding of the time-course of the impacts of MT on teacher-and classroom-outcomes; the generalizability of MT impacts on elementary versus secondary teachers; and how characteristics of teachers and schools may moderate the impacts of MT. In this randomized-controlled trial, we examine the near-and longer-term impacts of the Mindfulness-Based Emotional Balance (MBEB) program with regard to improving middle school teachers' mindfulness, self-compassion, occupational health and well-being, and quality of interactions with students in their self-nominated "most stressful classroom." The sample included 58 sixth through eighth grade teachers randomized to condition (n = 29 MBEB and n = 29 Waitlist Control) who were assessed at baseline, postprogram, and follow-up (4 months later). Results showed that compared with controls, MBEB teachers reported greater occupational self-compassion and less job stress and anxiety at postprogram and follow-up; as well as less emotional exhaustion and depression at follow-up. No observed differences in quality of teachers' interactions with students in their most stressful classrooms (classroom organization or emotional support) were found at postprogram. At follow-up, however, results showed MBEB teachers had better classroom organization than control teachers. Exploratory analyses showed that longer-term impacts of MBEB were moderated by teaching experience and school type, with newer teachers (#5 years) and teachers in Grades 6-8 schools showing more beneficial personal and classroom outcomes at follow-up compared with more experienced teachers or those working in Grades K-8 schools, respectively. Implications for future research and teacher professional development are discussed. Educational Impact and Implications StatementResults of this study show that mindfulness training (MT) for middle school teachers is acceptable and effective, and that both teacher-and classroom-level benefits of MT accrue over time. Specifically, we found that the Mindfulness-Based Emotional Balance (MBEB) program was well accepted by middle school educators-teachers in this study attended 80% or more of program sessions, found the instructor to be genuine, trustworthy and competent, and engaged in some formal practice of mindfulness between group sessions. The MBEB program was also effective in that middle school teachers who engaged in the program reported lower job-related stress and fewer feelings of anxiety immediately after the program and 4 months later, and also felt less emotionally exhausted and depressed 4 months later as well compared with control teachers. Based on observers' classroom ratings, we also found that teachers who participated in the MT had better classroom This article was published Online First October

This dissertation seeks to extend the field of mindfulness-based interventions (MBIs) for teachers, both theoretically and methodologically. The first study is a systematic review conducted of randomized controlled trials examining the effectiveness of MBIs for school teachers. The purpose of Study 1 was to determine theoretical and I would like to thank my advisors and committee, Drs. Andrew Mashburn, Joel Steele, Rob Roeser, Ellen Skinner, and Pat Burk for their support and guidance on these varied projects. I also thank my undergraduate advisors, Drs. Lesa Ellis and Russ Costa, for their mentorship and for igniting my passion for scientific inquiry. I also thank my parents Tami and Peter, my sister Liani, and my family, friends, cohort, and lab mates, both near and far, for their support and encouragement throughout this challenging endeavor. Most importantly, I would like to acknowledge my partner, Jim Goodman, for his unwavering support and continued belief in me always.

A teacher's ability to foster and sustain high quality learning environments for their students relies largely on their own coping abilities and mental health (e.g., Montgomery & Rupp, 2005). However, due to the emotionally taxing nature of their profession, teachers are at increased risk for developing elevated levels of occupational stress and burnout (Skinner & Beers, 2016). To help teachers cope with their occupational stress and other negative emotions related to their occupation, mindfulness-based stress reduction programs for teachers have been introduced through schools (Roeser, 2014). Evidence for the effectiveness of such programs is promising (see Jennings, Frank, Snowberg, Coccia, & Greenberg, 2013; Taylor et al., 2016), however few studies have considered underlying mechanisms that may be driving these effects. Using data collected as part of a randomized controlled trial, this thesis examines the impact of mindfulness training on three coping resources, namely, somatic body awareness, executive function, and emotion regulation. Additionally, this thesis examines whether development of these resources translate into improvements in teachers' occupational well-being-specifically indicated through reductions in their anxiety, depression, stress, and burnout. Results suggest that the mindfulness training significantly improves teachers' somatic body awareness, with evidence for improvements in teachers' emotion regulation reappraisal as well. Additionally, some mediation results were promising, however, no significant mediations were found for any of the coping resources on any of the well-being outcomes for teachers. By addressing these topics, the results of this thesis contribute to the current field's understanding of how mindfulness training works to improve well-being in teachers. Portland State University, and the teachers and students of Portland Public Schools for making this study possible. I would also like to mention, with great gratitude, my student colleagues, my family, and most importantly my partner Jim Goodman, for their encouragement and unwavering support. MINDFULNESS AND MECHANISMS OF STRESS REDUCTION

Social–emotional learning (SEL) programs are frequently evaluated using randomized controlled trial (RCT) methodology as a means to assess program impacts. What is often missing in RCT studies is a robust parallel investigation of the multi-level implementation of the program. The field of implementation science bridges the gap between the RCT framework and understanding program impacts through the systematic data collection of program implementation components (e.g., adherence, quality, responsiveness). Data collected for these purposes can be used to answer questions regarding program impacts that matter to policy makers and practitioners in the field (e.g., Will the program work in practice? Under what conditions? For whom and why?). As such, the primary goal of this paper is to highlight the importance of studying implementation in the context of education RCTs, by sharing one example of a conceptualization and related set of implementation measures we created for a current study of ours testing the impacts of a SEL program for preschool children. Specifically, we describe the process we used to develop an implementation conceptual framework that highlights the importance of studying implementation at two levels: (1) the program implementation supports for teachers, and (2) teacher implementation of the curriculum in the classroom with students. We then discuss how we can use such multi-level implementation data to extend our understanding of program impacts to answer questions such as: “Why did the program work (or not work) to produce impacts?”; “What are the core components of the program?”; and “How can we improve the program in future implementations?”