From Concept to Classroom: Teachers Implementing Mindfulness-based Interventions
Year: 2026
Type: preprint
Abstract: Objectives: This study evaluated a collaboratively developed, teacher-implemented mindfulness-based intervention (MBI) targeting teacher stress and coping and students’ prosocial behavior. The study also examined implementation fidelity, social validity, and sustainment.Methods: Six elementary school teachers in grades 1–3 participated in a single-case multiple-baseline design across participants. Teachers implemented a four-week MBI consisting of daily teacher self-practice and twice-daily classroom mindfulness exercises. Daily measures assessed teacher stress and coping and classroom academic engagement, respectful behavior, and disruptive behavior. Outcomes were evaluated through visual analysis, descriptive statistics, and Non-overlap of All Pairs (NAP) and Improvement Rate Difference (IRD). Fidelity, social validity, and follow-up outcomes through two months post-intervention were also assessed.Results: Functional relations were not consistently demonstrated across teachers. However, several teachers showed reduced stress and improved coping, while several classrooms showed increased academic engagement and respectful behavior and reduced disruptive behavior. Across outcomes, NAP ranged from .36 to 1.00 and IRD from .28 to 1.00. Teachers reported high social validity, and fidelity was high (self-report: M = 98.33%; observed: M = 93.33%).Conclusions: Findings support the feasibility and acceptability of brief, teacher-implemented MBIs. Although functional relations were inconsistent, individual patterns suggest potential benefits for teacher coping and classroom behavior. Flexible, context-responsive implementation may support sustained use in schools.
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7204172804