Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers

Ancona, Matthew; Mendelson, Tamar

doi:10.1080/1754730x.2014.920135

Cited by 51 publications

(55 citation statements)

References 39 publications

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“…Finally, eight studies were grounded in a mindfulness treatment approach. These approaches included six different mindfulness approaches: Cultivating Awareness and Resilience in Education program (CARE; Jennings et al, ), Mindfulness Training (Roeser et al, ), Holistic Life Foundation Yoga (Ancona & Mendelson, ), MBSR (Frank, Reibel, Broderick, Cantrell, & Metz, ; Gold et al, ), Flow Meditation (Franco et al, ), and the “Foundations Course” adapted for Mindfulness in Schools (Beshai et al, ). MBSR (Kabat‐Zinn, ) is used to target attention and emotional processing at symptoms of stress.…”

Section: Resultsmentioning

confidence: 99%

“…Recent results suggest that while mindfulness may have efficacy as an approach for student‐based behavior, there has been a lack of evidence for teachers (Klingbeil et al, ). Mindfulness interventions have seen an uptick in the literature in the past dozen years (e.g., Ancona & Mendelson, ; Beshai, McAlpine, Weare, & Kuyken, ; Jennings, Frank, Snowberg, Coccia, & Greenberg, ; Roeser et al, ) and have been deemed practicable and effective long term (Bowen et al, ). Because mindfulness targets symptoms associated with stress but may not have the stigma associated with help‐seeking for mental health, mindfulness may represent a positive approach in stress treatment (Flook, Goldberg, Pinger, Bonus, & Davidson, ).…”

Section: Mindfulness‐based Interventionsmentioning

confidence: 99%

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Teacher stress interventions: A systematic review

Embse

Ryan

Gibbs

et al. 2019

Psychology in the Schools

141

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Due to the increased pressure from test‐based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing these negative outcomes. Although there have been several recent intervention studies in the domain of teacher stress, there has been no systematic review to compare the type and effectiveness of teacher stress interventions. Included within this review are interventions from a variety of modalities such as knowledge‐based, behavioral, cognitive‐behavioral, and mindfulness approaches. Results indicated that the most effective interventions were in the mindfulness, behavioral, and cognitive‐behavioral domains. Interventions which delivered solely informational content were among the least effective.

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Section: Resultsmentioning

confidence: 99%

Section: Mindfulness‐based Interventionsmentioning

confidence: 99%

Teacher stress interventions: A systematic review

Embse

Ryan

Gibbs

et al. 2019

Psychology in the Schools

141

View full text Add to dashboard Cite

show abstract

“…In addition, mindfulness interventions were shown to be a promising intervention to aid in the decrease in educator feelings of stress and anxiety (e.g., Ancona & Mendelson, ; Harris, Jennings, Katz, Abenavoli, & Greenberg, ). Similarly, mindfulness‐based interventions were an effective method to decrease teacher's feelings depression and burnout (e.g., Anderson, Levinson, Barker, & Kievvra, ; Benn et al, ; Gouda, Luong, Schmidt, & Bauer, ).…”

Section: Discussionmentioning

confidence: 99%

Meta‐analysis of mindfulness training on teacher well‐being

Zarate

Maggin

Passmore

2019

Psychology in the Schools

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Teachers are reporting increased incidence of stress, depression, burnout, and anxiety resulting in overall poor mental health and well‐being outcomes. Recently, mindfulness‐based interventions have emerged as having the potential to improve these deleterious impacts. This meta‐analysis investigated the effects of mindfulness‐based interventions on educators in schools. To be included in the review, studies must have been printed in English, used a methodology that included a control group with in‐service teachers as the primary participants. In addition, the intervention needed to have mindfulness as a major component. The search procedures led to the identification of 18 manuscripts that included a total sample of 1,001 educators. Mindfulness interventions ranged greatly in dosage, frequency, and delivery model. Using a random effects model, mindfulness‐based interventions were found to have significant positive effects across all domains. Mindfulness‐based interventions resulted in large effects on feelings of mindfulness, moderate effects for decreases in stress and anxiety, and small effects on feelings of depression and burnout. Discussion includes the quality of the literature base as well as implications for future research.

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“…For example, Nosaka and Okamura evaluated the effects of a yoga‐based stress management program for school employees and found that participants showed significant postintervention increases in calmness, comfort, and cheerfulness, and significant decreases in cognitive mind and body stress. In another study that evaluated a yoga and mindfulness intervention for classroom teachers, Ancona and Mendelson found that while the difference scores on outcomes measuring perceived stress and emotional exhaustion were in the expected direction, the between‐groups difference (as compared to a control group) was not statistically significant. Furthermore, Harris et al .…”

Section: Review Of Research On School‐based Yoga Interventionsmentioning

confidence: 96%

Yoga in school settings: a research review

Khalsa

Butzer²

2016

Annals of the New York Academy of Sciences

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Research on the efficacy of yoga for improving mental, emotional, physical, and behavioral health characteristics in school settings is a recent but growing field of inquiry. This systematic review of research on school-based yoga interventions published in peer-reviewed journals offers a bibliometric analysis that identified 47 publications. The studies from these publications have been conducted primarily in the United States (n = 30) and India (n = 15) since 2005, with the majority of studies (n = 41) conducted from 2010 onward. About half of the publications were of studies at elementary schools; most (85%) were conducted within the school curriculum, and most (62%) also implemented a formal school-based yoga program. There was a high degree of variability in yoga intervention characteristics, including overall duration, and the number and duration of sessions. Most of these published research trials are preliminary in nature, with numerous study design limitations, including limited sample sizes (median = 74; range = 20-660) and relatively weak research designs (57% randomized controlled trials, 19% uncontrolled trials), as would be expected in an infant research field. Nevertheless, these publications suggest that yoga in the school setting is a viable and potentially efficacious strategy for improving child and adolescent health and therefore worthy of continued research.

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Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers

Cited by 51 publications

References 39 publications

Teacher stress interventions: A systematic review

Teacher stress interventions: A systematic review

Meta‐analysis of mindfulness training on teacher well‐being

Yoga in school settings: a research review

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