Evaluating a Single-Session Mindfulness-Based Art Therapy Doodling Intervention for Regional School Teachers
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: Teacher wellbeing is essential for sustainable professional practice, yet regional educators face heightened stress and limited professional development access. This study examined a single-session Mindfulness-Based Art Therapy Doodling Intervention (MBAT-DI) designed to strengthen teachers’ psychological resilience resources. Thirty-five regional teachers in Victoria, Australia participated in a two-hour online MBAT-DI workshop combining mindfulness practices with guided doodling exercises. A within-subjects design measured state mindfulness, self-compassion, and classroom-management self-efficacy. Following stable baseline scores, the intervention was associated with improvements in mindfulness, self-compassion, and classroom-management self-efficacy, with greater gains in mindfulness decentering among more experienced teachers. Overall, the findings suggest that brief mindfulness-based art therapy doodling may provide a practical, time-efficient, and accessible approach to supporting the wellbeing of regional school teachers.
Source: Art Therapy
Authors: Theresa Van Lith, Eliza Connors, Patricia Isis
Institution: La Trobe University
Language: English
Subfield: Conservation
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7221597347