Mindfulness in the professional lives of K-12 educators

Abstract

This interpretive case study explored how K-12 educators conceptualized and applied mindfulness in their professional lives while taking the Stress Management and Relaxation Techniques (SMART) in Education professional development program. Participants believed mindfulness practice strengthened awareness and improved relational quality. Participants with regular mindfulness practice reported greater benefits and deeper insights about being present, compassion for self and others, and awareness of patterns of thought and behavior. This unique type of professional learning supported greater self-awareness. The study suggests mindfulness for educators presents opportunities for individual and school transformation, although the amount of school change participants reported was influenced by systemic support and privilege. Strengthening relational quality in schools, empowering teachers, and shifting school culture from places of cultural reproduction to those of transformation may more effectively address the social and civic issues that face society.

Keywords

• mindfulness, teacher, educator, professional learning, school change