The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature

Article


Lomas, T., Medina, Juan Carlos, Ivtzan, I., Rupprecht, Silke and Eiroá-Orosa, F. 2016. The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education. 61, pp. 132-141.
AuthorsLomas, T., Medina, Juan Carlos, Ivtzan, I., Rupprecht, Silke and Eiroá-Orosa, F.
Abstract

Given the potentially demanding nature of teaching, efforts are underway to develop practices that can
improve the wellbeing of educators, including interventions based on mindfulness meditation. We
performed systematic review of empirical studies featuring analyses of mindfulness in teaching
contexts. Databases were reviewed from the start of records to January 2016. Eligibility criteria
included empirical analyses of mindfulness and wellbeing outcomes acquired in relation to practice.
A total of 19 papers met the eligibility criteria and were included in the systematic review, consisting
of a total 1,981 participants. Studies were principally examined for outcomes such as burnout,
anxiety, depression and stress, as well as more positive wellbeing measures (e.g., life satisfaction).
The systematic review revealed that mindfulness was generally associated with positive outcomes in
relation to most measures. However, the quality of the studies was inconsistent, and so further
research is needed, particularly involving high-quality randomised control trials.

JournalTeaching and Teacher Education
Journal citation61, pp. 132-141
ISSN0742051X
Year2016
PublisherElsevier
Accepted author manuscript
License
CC BY-NC-ND
Digital Object Identifier (DOI)doi:10.1016/j.tate.2016.10.008
Publication dates
Print21 Oct 2016
Publication process dates
Deposited21 Oct 2016
Accepted12 Oct 2016
Copyright information© 2016 Elsevier
LicenseCC BY-NC-ND 3.0
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https://repository.uel.ac.uk/item/84yzx

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