Abstract
The intention of this chapter is to explore the many ways that mindfulness training can benefit teachers and students, and enhance both educational and social-emotional learning outcomes in schools. We begin our exploration of mindfulness training for teachers by offering an operational definition of mindfulness. We then address integrating mindfulness into the lives of teachers as it serves three broad purposes: (1) self-care, (2) becoming a more mindful, reflective teacher, and (3) developing a sound foundation for delivering mindfulness-informed or mindfulness-based instruction to students. We then review available curricula, resources, and recommendations for teachers who wish to incorporate mindfulness training and practices into their classrooms. Finally, we explore future directions for research and offer seven key criteria as a platform for future studies.
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Shapiro, S., Rechtschaffen, D., de Sousa, S. (2016). Mindfulness Training for Teachers. In: Schonert-Reichl, K., Roeser, R. (eds) Handbook of Mindfulness in Education. Mindfulness in Behavioral Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-3506-2_6
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