Students and Teachers Benefit from Mindfulness-Based Stress Reduction in a School-Embedded Pilot Study
Open accessAbstract
OBJECTIVE: There is a research gap in studies that evaluate the effectiveness of a school-embedded mindfulness-based intervention for both students and teachers. To address this gap, the present pilot study reviews relevant literature and investigates whether students and teachers who participate in separate Mindfulness-Based Stress Reduction (MBSR) courses show improvements across a variety of psychological variables including areas of mental health and creativity. METHODS: The study applied a controlled waitlist design with three measurement points. A total of 29 students (n = 15 in the intervention and n = 14 in the waitlist group) and 29 teachers (n = 14 in the intervention and n = 15 in the waitlist group) completed questionnaires before and after the MBSR course. The intervention group was also assessed after a 4-month follow-up period. RESULTS: Relative to the control group, significant improvements in self-reported stress, self-regulation, school-specific self-efficacy and interpersonal problems were found among the students who participated in the MBSR course (p < 0.05, Cohens' d ranges from 0.62 to 0.68). Medium effect sizes on mindfulness, anxiety and creativity indicate a realistic potential in those areas. By contrast, teachers in the intervention group showed significantly higher self-reported mindfulness levels and reduced interpersonal problems compared to the control group(p < 0.05, Cohens' d = 0.66 and 0.42, respectively), with medium effect sizes on anxiety and emotion regulation. CONCLUSION: The present findings contribute to a growing body of studies investigating mindfulness in schools by discussing the similarities and differences in the effects of MBSR on students and teachers as well as stressing the importance of investigating interpersonal effects.
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Research has shown that mindfulness practices for teachers reduced interpersonal problems and enhanced stress and emotion regulation competencies.
“research has shown that mindfulness practices for teachers reduced interpersonal problems (e.g., [73]), and enhanced stress and emotion regulation competencies (e.g., [74]).”
From Mindfulness-based programs improve psychological flexibility, mental health, well-being, and time management in academics (2020) · cites this paper as [73]
Additional studies indicate that mindfulness may be helpful for younger age groups with test anxiety.
“Additional studies indicate that mindfulness may be helpful for younger age groups with test anxiety (Gouda et al., 2016; McLeod & Boyes, 2021; Pires et al., 2023; Zandi et al., 2021).”
From Being able to think when caught in the maelstrom - how adolescents used mindfulness when facing exams. (2024) · cites this paper as Gouda et al., 2016
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MethodZuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Giunta, L. D., Milioni, M., & Caprara, G. V. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.07.010 · Cited by 272 · see citing works
The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation
Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013) · Research in Human Development · doi:10.1080/15427609.2013.818488 · Cited by 269 · see citing works
KiGGS Study Group, Hölling, H., Schlack, R., Petermann, F., Ravens‐Sieberer, U., & Mauz, E. (2014) · Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz · doi:10.1007/s00103-014-1979-3 · Cited by 268 · cited 2× · see citing works
“According to a large health survey on psychopathological problems and psychosocial impairment in children and adolescents in Germany, 17.8% of young people aged 14–17 years showed an increased risk for a mental health disorder as assessed by the Strengths and Difficulties Questionnaire (Hölling et al., 2014).”
BackgroundInfluentialSitting-Meditation Interventions Among Youth: A Review of Treatment Efficacy
Black, D. S., Milam, J. E., & Sussman, S. Y. (2009) · PEDIATRICS · doi:10.1542/peds.2008-3434 · Cited by 267 · cited 2× · see citing works
“Black et al. (2009) concluded in their review of treatment efficacy that interventions based on sitting meditation as a core element have proven to be effective in mitigating children‘s and adolescents‘ preexisting physiological (d = 0.16–0.29) and psychosocial/behavioral problems (d = 0.27–0.70).”
BackgroundInfluentialWaters, L. E., Barsky, A. P., Ridd, A., & Allen, K. (2014) · Educational Psychology Review · doi:10.1007/s10648-014-9258-2 · Cited by 264 · cited 1× · see citing works
“…of methodologically rigorous studies have been published to date, the few existing systematic reviews indicate that mindfulness-based interventions are promising for children and adolescents (Black et al., 2009; Meiklejohn et al., 2012; Waters et al., 2014; Weare, 2014b; Felver et al., 2015).”
BackgroundWhat Predicts a Successful Life? A Life-Course Model of Well-Being
Layard, R., Clark, A. E., Cornaglia, F., Powdthavee, N., & Vernoit, J. (2014) · The Economic Journal · doi:10.1111/ecoj.12170 · Cited by 252 · cited 1× · see citing works
“The practical implications of these striking findings were discussed in terms of interventions that promote these key prognostic factors (Moffitt et al., 2011; Layard et al., 2014).”
BackgroundBerking, M., & Znoj, H. (2008) · Zeitschrift für Psychiatrie Psychologie und Psychotherapie · doi:10.1024/1661-4747.56.2.141 · Cited by 247 · cited 1× · see citing works
“The Emotion Regulation Skills Questionnaire (ERSQ; Berking and Znoj, 2008) was employed to capture changes in emotional competences.”
MethodBurnout and effort–reward-imbalance in a sample of 949 German teachers
Unterbrink, T., Hack, A., Pfeifer, R., Buhl-Grießhaber, V., Müller, U., Wesche, H., Frommhold, M., Scheuch, K., Seibt, R., Wirsching, M., et al. (2007) · International Archives of Occupational and Environmental Health · doi:10.1007/s00420-007-0169-0 · Cited by 224 · cited 2× · see citing works
“This is all the more fatal since it is precisely the relationship to students that constitutes one of the most powerful influences on teacher mental health (Bauer et al., 2007; Unterbrink et al., 2007, 2008; Hattie, 2009; McCormick and Barnett, 2011).”
BackgroundResultThe Greater Fragility of Females' Versus Males' Closest Same-Sex Friendships
Benenson, J. F., & Christakos, A. (2003) · Child Development · doi:10.1111/1467-8624.00596 · Cited by 220 · see citing works
Jörngården, A., Wettergen, L., & von Essén, L. (2006) · Health and Quality of Life Outcomes · doi:10.1186/1477-7525-4-91 · Cited by 209 · cited 1× · see citing works
“Indicators of validity and reliability of this screening instrument were reported by Bjelland et al. (2002), Jörngården et al. (2006) as well asWhite et al. (1999) for use with adolescents.”
Reducing teacher burnout: a socio-contextual approach.
Pietarinen, J., Pyhältö, K., Soini, T., & Salmela-Aro, K. (2013) · Teaching and Teacher Education · doi:10.1016/j.tate.2013.05.003 · Cited by 203 · cited 2× · see citing works
“Remarkable longitudinal studies that followed the development of individuals from birth throughout the course of their life until their thirties highlighted the importance of emotional health and self-regulation skills in childhood and subsequently as predictors for adult life-satisfaction, health,…”
BackgroundResultMindfulness-Based Stress Reduction for Urban Youth
Sibinga, E. M. S., Kerrigan, D. L., Stewart, M., Johnson, K., Magyari, T., & Ellen, J. M. (2011) · The Journal of Alternative and Complementary Medicine · doi:10.1089/acm.2009.0605 · Cited by 197 · see citing works
Teachers' attributions for stress and their relationships with burnout
McCormick, J., & Barnett, K. (2011) · International Journal of Educational Management · doi:10.1108/09513541111120114 · Cited by 189 · cited 2× · see citing works
“The other adolescent stress domains involved interpersonal problems with family members and the peer group as well as difficulties associated with romantic relationships, future uncertainties, financial pressure and the responsibilities of emerging adulthood.”
BackgroundPoulin, P. A., Mackenzie, C. S., Soloway, G., & Karayolas, E. (2008) · International Journal of Health Promotion and Education · doi:10.1080/14635240.2008.10708132 · Cited by 172 · see citing works
Working conditions, adverse events and mental health problems in a sample of 949 German teachers
Bauer, J., Unterbrink, T., Hack, A., Pfeifer, R., Buhl-Grießhaber, V., Müller, U., Wesche, H., Frommhold, M., Seibt, R., Scheuch, K., et al. (2007) · International Archives of Occupational and Environmental Health · doi:10.1007/s00420-007-0170-7 · Cited by 164 · cited 3× · see citing works
“This is all the more fatal since it is precisely the relationship to students that constitutes one of the most powerful influences on teacher mental health (Bauer et al., 2007; Unterbrink et al., 2007, 2008; Hattie, 2009; McCormick and Barnett, 2011).”
BackgroundThe Developing Social Brain: Implications for Education
Blakemore, S. (2010) · Neuron · doi:10.1016/j.neuron.2010.03.004 · Cited by 154 · cited 1× · see citing works
“From the perspective of developmental neuroscience, it has also been suggested that it may be particularly worthwhile to support the trainable skills of the “social brain” through the school curriculum while the adolescent brain is still being shaped (Blakemore, 2010; Sanger and Dorjee, 2015).”
BackgroundGirls growing through adolescence have a higher risk of poor health
Cavallo, F., Zambon, A., Borraccino, A., Ravens‐Sieberer, U., Torsheim, T., Lemma, P., & the HBSC Positive Health Group (2006) · Quality of Life Research · doi:10.1007/s11136-006-0037-5 · Cited by 152 · cited 1× · see citing works
“According to a multi-national survey that accumulated data frommore than 160,000 subjects (11–15 years old) from 29 European countries as well as Canada, USA and Israel, girls were more likely to report poorer health regardless of the country (Cavallo et al., 2006).”
BackgroundMindfulness Training for Teachers Changes the Behavior of Their Preschool Students
Singh, N., Lancioni, G., Winton, A., Karazsia, B., & Singh, J. (2013) · Research in Human Development · doi:10.1080/15427609.2013.818484 · Cited by 151 · see citing works
Gould, L. F., Dariotis, J. K., Greenberg, M. T., & Mendelson, T. (2015) · Mindfulness · doi:10.1007/s12671-015-0395-6 · Cited by 144 · see citing works
Mindfulness: Awareness Informed by an Embodied Ethic
Grossman, P. (2015) · Mindfulness · doi:10.1007/s12671-014-0372-5 · Cited by 128 · cited 1× · see citing works
“Stemming from religious and spiritual roots, mindfulness draws on an explicit value system that emphasizes wholesome attitudes including generosity, kindness, equanimity, compassion, and appreciative joy (Grossman, 2015).”
BackgroundTwo Mechanisms for Simulating Other Minds
Waytz, A. G., & Mitchell, J. P. (2011) · Current Directions in Psychological Science · doi:10.1177/0963721411409007 · Cited by 122 · cited 1× · see citing works
“Some areas affected by these changes have been labeled the “social brain” due to their role in tasks that require self-reflection as well as perspective taking in order to read the emotions or mental states of others (Blakemore, 2008; see also Waytz and Mitchell, 2011).”
BackgroundMindfulness-based stress reduction as a method for personnel development: A pilot evaluation.
Walach, H., Nord, E., Zier, C., Dietz-Waschkowski, B., Kersig, S., & Schüpbach, H. (2007) · International Journal of Stress Management · doi:10.1037/1072-5245.14.2.188 · Cited by 121 · see citing works
Mindfulness Training for Teachers: A Pilot Program
Napoli, M. (2004) · Complementary health practice review · doi:10.1177/1076167503253435 · Cited by 118 · see citing works
Reducing Teachers' Psychological Distress through a Mindfulness Training Program
Franco, C., Mañas, I. M., Cangas, A. J., Moreno, E., & Gallego, J. (2010) · The Spanish Journal of Psychology · doi:10.1017/s1138741600002328 · Cited by 114 · see citing works
von Känel, R., Bellingrath, S., & Kudielka, B. M. (2008) · Journal of Psychosomatic Research · doi:10.1016/j.jpsychores.2008.02.007 · Cited by 113 · see citing works
Introduction: Understanding and treating burnout in a changing culture
Farber, B. A. (2000) · Journal of Clinical Psychology · doi:10.1002/(sici)1097-4679(200005)56:5 · Cited by 98 · see citing works
Contemplation in the Classroom: a New Direction for Improving Childhood Education
Shapiro, S. L., Lyons, K. E., Miller, R. C., Butler, B., Vieten, C., & Zelazo, P. D. (2014) · Educational Psychology Review · doi:10.1007/s10648-014-9265-3 · Cited by 97 · see citing works
Sanger, K. L., & Dorjee, D. (2015) · Cognitive Affective & Behavioral Neuroscience · doi:10.3758/s13415-015-0354-7 · Cited by 92 · cited 1× · see citing works
“From the perspective of developmental neuroscience, it has also been suggested that it may be particularly worthwhile to support the trainable skills of the “social brain” through the school curriculum while the adolescent brain is still being shaped (Blakemore, 2010; Sanger and Dorjee, 2015).”
BackgroundBellingrath, S., Rohleder, N., & Kudielka, B. M. (2010) · Brain Behavior and Immunity · doi:10.1016/j.bbi.2010.06.011 · Cited by 91 · cited 2× · see citing works
“Effort-reward imbalance and over-commitment have also been linked to reduced immune function in stressful situations in a sample of German teachers (Bellingrath et al., 2010), while immune function, in turn, was associated with teacher burnout (Von Känel et al., 2008).”
BackgroundKerrigan, D. L., Johnson, K., Stewart, M., Magyari, T., Hutton, N., Ellen, J. M., & Sibinga, E. M. S. (2010) · Complementary Therapies in Clinical Practice · doi:10.1016/j.ctcp.2010.08.003 · Cited by 84 · see citing works
Mindfulness in East and West – Is It the Same?
Schmidt, S. (2011) · Studies in Neuroscience, Consciousness and Spirituality · doi:10.1007/978-94-007-2079-4_2 · Cited by 76 · cited 1× · see citing works
“Although mindfulness is a term that carries a wide range of connotations and meanings, it is maybe best described as consistently directing one’s attention to the present experience in a deliberate and non-judgmental manner (Schmidt, 2011).”
BackgroundYoung women facing multiple and intersecting stressors of modernity, gender orders and youth
Wiklund, M., Bengs, C., Malmgren‐Olsson, E., & Öhman, A. (2010) · Social Science & Medicine · doi:10.1016/j.socscimed.2010.08.004 · Cited by 71 · cited 1× · see citing works
“By contrast to these epidemiological studies which used gender as an independent variable, the qualitative study by Wiklund et al. (2010) aimed to understand and contextualize the underlying causes of female distress in light of sociocultural and gender-theoretical perspectives.”
ResultParameters influencing health variables in a sample of 949 German teachers
Unterbrink, T., Zimmermann, L., Pfeifer, R., Wirsching, M., Brähler, E., & Bauer, J. (2008) · International Archives of Occupational and Environmental Health · doi:10.1007/s00420-008-0336-y · Cited by 67 · see citing works
Beanspruchungsmuster im Lehrerberuf
Schaarschmidt, U., & Kieschke, U. (2008) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-531-90500-6_5 · Cited by 66 · see citing works
Büttner, B., & Thomsen, S. L. (2013) · German Economic Review · doi:10.1111/geer.12038 · Cited by 51 · cited 1× · see citing works
“Notably, despite this contraction, the total instructional time and academic curriculum remained almost entirely unchanged (Büttner and Thomsen, 2015).”
Backgroundde la Fuente, J., Zapata, L., Vicente, J. M. M., Sander, P., & Cardelle-Elawar, M. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00399 · Cited by 48 · see citing works
Neural mechanisms of mindfulness meditation: bridging clinical and neuroscience investigations
van der Velden, A. M., & Roepstorff, A. (2015) · Nature reviews. Neuroscience · doi:10.1038/nrn3916-c1 · Cited by 45 · see citing works
Evidence for Mindfulness: Impacts on the Wellbeing and Performance of School Staff
Weare, K. (2014) · Cited by 38 · see citing works
Milde‐Busch, A., Blaschek, A., Borggräfe, I., von Kries, R., Straube, A. M., & Heinen, F. (2010) · Klinische Pädiatrie · doi:10.1055/s-0030-1252012 · Cited by 32 · see citing works
Das Burnout-Phänomen am Beispiel des Lehrerberufs
Hillert, A., Koch, S., & Lehr, D. (2013) · Der Nervenarzt · doi:10.1007/s00115-013-3745-4 · Cited by 28 · cited 1× · see citing works
“According to several wide-scope studies (Schaarschmidt, 2005; Bauer et al., 2006; Bauer, 2009; Hillert et al., 2013), around 20–30% of German teachers are suffering from serious stress-related health issues, including severe burnout.”
BackgroundBarkmann, C., Brähler, E., Schulte‐Markwort, M., & Richterich, A. (2010) · Social Psychiatry and Psychiatric Epidemiology · doi:10.1007/s00127-010-0273-4 · Cited by 26 · cited 1× · see citing works
“Particularly girls in late adolescence were more susceptible to chronic somatic complaints (Barkmann et al., 2010).”
BackgroundCadime, I., Lima, S., Pinto, A. M., & Ribeiro, I. (2016) · European Journal of Developmental Psychology · doi:10.1080/17405629.2016.1148595 · Cited by 26 · cited 1× · see citing works
“The scale has been applied in the school contexts with students and teaching staff (Schaufeli et al., 2006; Cadime et al., 2016).”
MethodBelastung und Beanspruchung von Lehrern und Schülern am Gymnasium
Böhm-Kasper, O., & Weishaupt, H. (2002) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-002-0062-2 · Cited by 24 · cited 1× · see citing works
“…sociological, and psychological dimensions of Muße and the conceptual implications and relevance of cultural debate around it. h per week on school-related activities inside and outside of the school environment which resembles the workload of full-time employment (Böhm-Kasper and Weishaupt, 2002).”
BackgroundIsrael, M. M., Franco, C., & Eduardo, J. M. (2011) · Clínica y Salud · doi:10.5093/cl2011v22n2a3 · Cited by 21 · see citing works
Mindfulness in Schools:Where are we and where Might we go Next?
Weare, K. (2014) · doi:10.1002/9781118294895.ch53 · Cited by 14 · cited 1× · see citing works
“…of methodologically rigorous studies have been published to date, the few existing systematic reviews indicate that mindfulness-based interventions are promising for children and adolescents (Black et al., 2009; Meiklejohn et al., 2012; Waters et al., 2014; Weare, 2014b; Felver et al., 2015).”
Backgroundde la Fuente, J., Justicia, F. J., Sander, P., & Cardelle-Elawar, M. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.34.14031 · Cited by 14 · see citing works
Burnout bei schulischen Lehrkräften
Bauer, J. (2009) · PiD - Psychotherapie im Dialog · doi:10.1055/s-0029-1223327 · Cited by 8 · cited 10× · see citing works
“, 2006) were associated with emotional support in the classroom (as measured by a standardized classroom observational coding system). The dimension “observe” furthermore correlated with perspective-taking toward whichever student the teacher considers the most challenging, while the dimension ‘awareness’ correlated w…”
BackgroundResultInfluentialBurke, C. (2014) · Well Being · doi:10.1002/9781118539415.wbwell039 · Cited by 7 · cited 1× · see citing works
“However, as suggested by Burke (2014), there may be developmental distinctions in the mechanisms of mindfulness for adolescents and adults.”
BackgroundHuebener, M., & Marcus, J. (2015) · RePEc: Research Papers in Economics · Cited by 3 · see citing works
Mañas, I. M., Justo, C. F., & Martínez, E. J. (2011) · Cited by 3 · see citing works
Flagged first, then by citations
3 of the 129 references couldn’t be matched to a known paper.
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Sorted by citations
Carsley, D., Khoury, B., & Heath, N. L. (2018) · Mindfulness · doi:10.1007/s12671-017-0839-2 · Cited by 381 · see citing works
Mindfulness-based interventions for teachers: a meta-analysis of the emerging evidence base.
Klingbeil, D. A., & Renshaw, T. L. (2018) · School Psychology Quarterly · doi:10.1037/spq0000291 · Cited by 207 · see citing works
Franco, C., Amutio, A., López-González, L., Oriol, X., & Martínez-Taboada, C. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.01385 · Cited by 157 · see citing works
“Mindfulness-based interventions have been associated with numerous beneficial outcomes in emotional regulation, including decreased anxiety (Amutio et al., 2015b), depression (Condon et al., 2013), and anger expression reduction (Fix and Fix, 2013; Zenner et al., 2014; Gouda et al., 2016).”
BackgroundPhan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., Mackenzie, E., Atkinson‐Diaz, Z., Doppelt, N., Tai, H., Mandell, D. S., & Nuske, H. J. (2022) · Mindfulness · doi:10.1007/s12671-022-01885-9 · Cited by 178 · see citing works
The Role of Mindfulness in Reducing the Adverse Effects of Childhood Stress and Trauma
Ortiz, R., & Sibinga, E. M. S. (2017) · Children · doi:10.3390/children4030016 · Cited by 139 · see citing works
“Therefore, perhaps implementation of programming for both students and teachers is ideal, as found by Gouda et al., 2016 in that both students and teachers showed improvement in interpersonal problems, and affect, whereas students also showed improved school-specific self-efficacy by specific…”
BackgroundTwum-Antwi, A., Jefferies, P., & Ungar, M. T. (2019) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2019.1660284 · Cited by 148 · see citing works
Mindfulness interventions in schools: Integrity and feasibility of implementation
Emerson, L.-M., de Diaz, N. N., Sherwood, A., Waters, A., & Farrell, L. (2020) · International Journal of Behavioral Development · doi:10.1177/0165025419866906 · Cited by 117 · see citing works
“Across the other three studies closely aligning to MBI integrity standards, the training of facilitators was assumed to be sufficient for two from a vague description of appropriate background (psychiatrist, Gouda et al., 2016; teacher, Lau & Hue, 2011).”
MethodResultMeta-analysis of mindfulness training on teacher well-being.
Zarate, K., Maggin, D. M., & Passmore, A. (2019) · Psychology in the Schools · doi:10.1002/pits.22308 · Cited by 119 · see citing works
Beames, J. R., Spanos, S., Roberts, A., McGillivray, L., Li, S., Newby, J. M., O’Dea, B., & Werner-Seidler, A. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09720-w · Cited by 109 · see citing works
Sampl, J., Maran, T. K., & Furtner, M. R. (2017) · Mindfulness · doi:10.1007/s12671-017-0715-0 · Cited by 97 · see citing works
Zhou, X., Guo, J., Lu, G., Chen, C., Xie, Z., Liu, J., & Zhang, C. (2020) · Psychiatry Research · doi:10.1016/j.psychres.2020.113002 · Cited by 84 · see citing works
Shchaslyvyi, A. Y., Antonenko, S. V., & Telegeev, G. D. (2024) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph21081077 · Cited by 73 · see citing works
Berger, E., Reupert, A., Campbell, T. C. H., Morris, Z., Hammer, M., Diamond, Z. M., Hine, R. H., Patrick, P., & Fathers, C. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09690-5 · Cited by 72 · see citing works
Mindfulness-based interventions for stress and burnout in teachers: A systematic review
Hidajat, T. J., Edwards, E. J., Wood, R., & Campbell, M. A. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104303 · Cited by 69 · see citing works
Donahoo, L. M. S., Siegrist, B. C., & Garrett-Wright, D. (2017) · The Journal of School Nursing · doi:10.1177/1059840517725789 · Cited by 60 · see citing works
The benefits of yoga in children
Nanthakumar, C. (2017) · Journal of Chinese Integrative Medicine · doi:10.1016/j.joim.2017.12.008 · Cited by 56 · see citing works
Marais, G. A. B., Lantheaume, S., Fiault, R., & Shankland, R. (2020) · European Journal of Investigation in Health, Psychology and Education · doi:10.3390/ejihpe10040073 · Cited by 58 · see citing works
Cheng, X., Zhang, H., Cao, J., & Ma, Y. (2022) · Early Childhood Education Journal · doi:10.1007/s10643-021-01254-6 · Cited by 48 · see citing works
Zhai, Y., Zhang, Y., Chu, Z., Geng, B., Almaawali, M. S., Fulmer, R., Lin, Y.-W. D., Xu, Z., Daniels, A. D., Liu, Y., et al. (2024) · Journal of Counseling & Development · doi:10.1002/jcad.12543 · Cited by 53 · see citing works
Spiking Neural Network Modelling Approach Reveals How Mindfulness Training Rewires the Brain
Doborjeh, Z., Doborjeh, M., Taylor, T., Kasabov, N. K., Wang, G., Siegert, R. J., & Sumich, A. L. (2019) · Scientific Reports · doi:10.1038/s41598-019-42863-x · Cited by 45 · see citing works
Socio-Emotional Competence and Self-Efficacy of Future Secondary School Teachers
Romero-García, C., García, O. B., & Marcano, B. (2022) · Education Sciences · doi:10.3390/educsci12030161 · Cited by 44 · see citing works
Taylor, S. B., Kennedy, L. A., Lee, C. E., & Waller, E. K. (2020) · Journal of American College Health · doi:10.1080/07448481.2020.1728278 · Cited by 42 · see citing works
Increased relaxation and present orientation after a period of silence in a natural surrounding
Pfeifer, E., Fiedler, H., & Wittmann, M. (2020) · Nordic Journal of Music Therapy · doi:10.1080/08098131.2019.1642374 · Cited by 28 · see citing works
“This might not only promote possible applications in clinical settings, but also, referring to the study by Gouda et al. (2016), in non-clinical, educational fields.”
BackgroundNekić, M., & Mamić, S. (2019) · Behavioral Sciences · doi:10.3390/bs9120135 · Cited by 44 · see citing works
An, A., Hoang, H., Trang, L., Vo, Q., Tran, L., Le, T., Le, A., McCormick, A., Du Old, K., Williams, N. S., et al. (2022) · IBRO Neuroscience Reports · doi:10.1016/j.ibneur.2022.05.004 · Cited by 37 · see citing works
“Most longitudinal studies reported that questionnaires and brain activity outcomes return to the baseline (pre-MBSR) values (Bennett and Dorjee, 2016; Gouda et al., 2016; McIndoo et al., 2016; Moynihan et al., 2013).”
BackgroundPhillips, S. T., & Mychailyszyn, M. P. (2022) · School Mental Health · doi:10.1007/s12310-021-09492-0 · Cited by 38 · see citing works
Mertens, E. C. A., Deković, M., Leijten, P. H. O., van Londen, M., & Reitz, E. (2020) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-020-00328-y · Cited by 37 · see citing works
Impact of mindfulness training on the well-being of educators.
Dave, D. J., McClure, L. A., Rojas, S. R., De Lavalette, O., & Lee, D. J. (2020) · The Journal of Alternative and Complementary Medicine · doi:10.1089/acm.2019.0451 · Cited by 34 · see citing works
“29 Most studies in the literature focus onthe student population; inthisstudy the authors highlight the importance of studying the educator population.”
Is mindfulness training useful for pre-service teachers? An exploratory investigation
Kerr, S., Lucas, L. J., DiDomenico, G. E., Mishra, V., Stanton, B. J., Shivde, G., Pero, A. N., Runyen, M. E., & Terry, G. M. (2017) · Teaching Education · doi:10.1080/10476210.2017.1296831 · Cited by 34 · see citing works
Waiting, Thinking, and Feeling: Variations in the Perception of Time During Silence
Pfeifer, E., & Wittmann, M. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00602 · Cited by 23 · see citing works
“Previous investigations in educational settings using MBSR-interventions showed positive results in this context (Gouda et al., 2016).”
ResultLavy, S., & Berkovich‐Ohana, A. (2020) · Mindfulness · doi:10.1007/s12671-020-01418-2 · Cited by 34 · see citing works
Exploring Mindfulness Benefits for Students and Teachers in Three German High Schools
Luong, M. T., Gouda, S., Bauer, J., & Schmidt, S. (2019) · Mindfulness · doi:10.1007/s12671-019-01231-6 · Cited by 30 · see citing works
Self-citationFendel, J. C., Aeschbach, V. M.-J., Göritz, A. S., & Schmidt, S. (2020) · Mindfulness · doi:10.1007/s12671-020-01366-x · Cited by 29 · see citing works
“It can be defined as a state of being in which individuals feel liberated of pressures of all kind, especially time pressure and the pressure to perform (Gouda et al. 2016).”
BackgroundJiménez, R. M. R., Carmona, M., García-Merino, S., Díaz-Rivas, B., & Thuissard, I. J. (2022) · PLoS ONE · doi:10.1371/journal.pone.0278372 · Cited by 34 · see citing works
Strehli, I., Burns, R. D., Bai, Y., Ziegenfuss, D. H., Block, M. E., & Brusseau, T. A. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18010224 · Cited by 33 · see citing works
Pfeifer, E., Fiedler, H., & Wittmann, M. (2019) · The Arts in Psychotherapy · doi:10.1016/j.aip.2019.02.006 · Cited by 22 · see citing works
Why should teachers cultivate resilience through mindfulness?
Neumann, M. M., & Tillott, S. (2021) · Journal of Psychologists and Counsellors in Schools · doi:10.1017/jgc.2021.23 · Cited by 24 · see citing works
“Growing research shows benefits of inservice teachers using mindfulness strategies in the classroom to more effectively cope with challenging and stressful situations in the classroom and build resilience (Gold et al., 2010; Gouda et al., 2016).”
BackgroundAchtsamkeit als kulturelle Praxis
Schmidt, J. (2020) · transcript Verlag eBooks · doi:10.1515/9783839452301 · Cited by 23 · see citing works
Mental toughness and perceived stress in police and fire officers
Ward, F., Clair‐Thompson, H. S., & Postlethwaite, A. (2018) · Policing An International Journal · doi:10.1108/pijpsm-01-2017-0013 · Cited by 22 · see citing works
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“…including a combination of pretest–posttest and control group designs, were included in both meta-analyses ( N = 10; Baas et al., 2014; Ding et al., 2014, 2015a, b, Gouda et al., 2016; Justo et al, 2014; Müller et al., 2016; Ostafin & Kassman, 2012; Poure, 2016; Ren et al., 2011; Walsh, 2013).”
Launching motivation for mindfulness: introducing mindfulness to early childhood preservice teachers
Dewhirst, C. B., & Goldman, J. A. (2018) · Early Child Development and Care · doi:10.1080/03004430.2018.1531853 · Cited by 20 · see citing works
“Five facet mindfulness questionnaire Mindfulness is a ‘multifaceted construct’ (Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006, p. 42), and has been associated with constructs of well-being (Gouda et al., 2016; Hwang et al., 2017; Jennings et al., 2017; Taylor et al., 2016).”
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Exploring experiences of children in applying a school-based mindfulness programme to their lives
Hutchinson, J. K., Huws, J. C., & Dorjee, D. (2018) · Journal of Child and Family Studies · doi:10.1007/s10826-018-1221-2 · Cited by 16 · see citing works
“Since the development of Mindfulness Based Stress Reduction (MBSR) several decades ago (Kabat-Zinn 1990) and Mindfulness Based Cognitive Therapy (MBCT) (Segal et al. 2013) more recently, the evidence-base on their effects has grown exponentially.”
BackgroundInfluentialJohnston‐Wilder, S., Baker, J. K., McCracken, A., & Msimanga, A. (2020) · Creative Education · doi:10.4236/ce.2020.118104 · Cited by 16 · see citing works
“Extensive mindfulness research in schools has demonstrated significant impact on attainment (see for example, Gouda et al., 2016).”
BackgroundA tailored mindfulness-based program for resident physicians: A qualitative study
Aeschbach, V. M.-J., Fendel, J. C., Schmidt, S., & Göritz, A. S. (2021) · Complementary Therapies in Clinical Practice · doi:10.1016/j.ctcp.2021.101333 · Cited by 15 · see citing works
“It refers to a state of mind in which individuals feel free of pressure, especially time pressure and the pressure to perform [37].”
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Embedded Participants in Simulation-Based Disaster Education: Experiences of Nursing Students
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Careaga, A. A., López-González, L., Oriol, X., & Escoda, N. P. (2021) · Universitas Psychologica · doi:10.11144/javeriana.upsy19.prat · Cited by 14 · see citing works
Mindfulness Training & Assessment and Intelligence
Drigas, A. S., & Karyotaki, M. (2018) · International Journal of Recent Contributions from Engineering Science & IT (iJES) · doi:10.3991/ijes.v6i3.9248 · Cited by 14 · see citing works
Mindfulness in schools: an exploration of teachers’ perceptions of mindfulness-based interventions
Wigelsworth, M., & Quinn, A. (2020) · Pastoral Care in Education · doi:10.1080/02643944.2020.1725908 · Cited by 14 · see citing works
Aeschbach, V., Fendel, J., Göritz, A., Schulze-Marmeling, C., & Schmidt, S. (2022) · Mindfulness · doi:10.1007/s12671-022-01876-w · Cited by 9 · see citing works
Self perceived memory difficulties in medical students as another symptom of anxiety
Nunes, T. C., Hirano, R. S., Cruz, L. C., Seixas, A. A., Jean‐Louis, G., & Fonseca, V. A. D. S. (2018) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2018.04.001 · Cited by 12 · see citing works
Mindfulness-based programme for residents: study protocol of a randomised controlled trial
Aeschbach, V. M.-J., Fendel, J. C., Göritz, A. S., & Schmidt, S. (2020) · BMJ Open · doi:10.1136/bmjopen-2019-035025 · Cited by 10 · see citing works
Impact of residential yoga training on occupational stress and health promotion in principals
Verma, A., Shete, S. U., & Doddoli, G. (2020) · Journal of Education and Health Promotion · doi:10.4103/jehp.jehp_394_19 · Cited by 10 · see citing works
Mindfulness en educación infantil
Gómez, M. S., Adelantado‐Renau, M., Andrés, M. H., & Bresó, E. (2020) · Academia y Virtualidad · doi:10.18359/ravi.4726 · Cited by 10 · see citing works
Wagner, I., Noichl, T., Cramer, M., Dlugosch, G. E., & Hosenfeld, I. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104576 · Cited by 9 · see citing works
Alsaqer, K., Al-Maghaireh, D., Kawafha, M., Sheyab, H., Kofahi, A. A., & Saleh, M. (2025) · Mindfulness · doi:10.1007/s12671-025-02559-y · Cited by 9 · see citing works
“Using G*Power and based on previous studies on mindfulness interventions, we determined that medium effect sizes effectively balance the chances of identifying a significant effect while also taking into account practical considerations for sample size (Gouda et al., 2016; Sousa et al., 2021).”
Kindergarten Teachers’ Mindfulness in Teaching and Job Satisfaction: A Moderated Mediation Model
Yin, P., Huang, C., Xiaochun, Y., Yang, F., Qiu, S., & Song, D. (2024) · SAGE Open · doi:10.1177/21582440241292899 · Cited by 9 · see citing works
“Moreover, adopting an interpersonal mindfulness approach, which entails maintaining open and accepting attitudes toward students, has been shown to facilitate responsive teaching behavior and nurture positive teacher–student relationships (Gouda et al., 2016; Huang, 2022).”
Mostafazadeh, P., Ebadi, Z., Mousavi, S., & Nouroozi, N. (2019) · Health Education and Health Promotion · doi:10.29252/hehp.7.3.111 · Cited by 8 · see citing works
Effects of Mindfulness Training Program on the Impulsivity Among Students with Learning Disabilities
Alqarni, T. M., & Hammad, M. A. (2021) · Journal of Educational and Social Research · doi:10.36941/jesr-2021-0088 · Cited by 8 · see citing works
Thomas, T., Joseph, G., & Paul, S. (2022) · Journal of Health and Allied Sciences NU · doi:10.1055/s-0042-1742464 · Cited by 8 · see citing works
How Anxious and Stressed Are Emerging Adults? The Role of Mindfulness and Intolerance of Uncertainty
Nekić, M. (2023) · Psych · doi:10.3390/psych5040068 · Cited by 7 · see citing works
Mindfulness-Based Art Interventions for Students: A Meta-Analysis Review of the Effect on Anxiety
Zhu, Z., Xiao, L., Ahmad, N. A., Roslan, S. B., Burhanuddin, N. A. N., Gao, J., & Huang, C. (2025) · Behavioral Sciences · doi:10.3390/bs15081078 · Cited by 7 · see citing works
“…shown that the intervention could not only effectively relieve stress, anxiety, depression, and other psychiatric problems but also improve academic attainment and well-being in different school settings (Baumgartner et al., 2023; Bennett & Dorjee, 2016; Gouda et al., 2016; Lensen et al., 2021).”
A systematic review of strategies, contexts and outcomes of emotion regulation in teaching
Vogl, P., Methlagl, M., & Hanfstingl, B. (2025) · Discover Psychology · doi:10.1007/s44202-025-00417-5 · Cited by 15 · see citing works
“Interventions like mindfulness-based stress reduction (MBSR) courses and mindfulness-based yoga programs have demonstrated significant improvements in various aspects, including mindfulness, emotion regulation, self-efficacy, and reduced stress for both teachers and students [88–90].”
van der Schans, K. L., Holland, R. W., Damme, J. V., de Snoo, T.-P., & Karremans, J. C. (2024) · International Journal of Applied Positive Psychology · doi:10.1007/s41042-024-00175-0 · Cited by 6 · see citing works
“…nurses following a mindfulness training reported less stress and more empathy towards patients (e.g., Bazarko et al., 2013; Beddoe & Murphy, 2004), and schoolteachers reported reduced stress and interpersonal problems, and improved teaching efficacy (e.g., Flook et al., 2013; Gouda et al., 2016).”
Dvořáková, K., Valladares, L. G., Butzer, B., Lange, C., & Greenberg, M. T. (2024) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph21121669 · Cited by 6 · see citing works
“Studies have demonstrated that students who have been exposed to mindfulness practices demonstrate increased emotional regulation, reduced anxiety, and enhanced focus [17].”
Filipinos and Indians as English Language Teachers in the Emirates: A Phenomenology
Lemana, H. E. (2022) · International Journal of Qualitative Research · doi:10.47540/ijqr.v2i1.480 · Cited by 6 · see citing works
“While teaching is considered a stressful job according to studies (Busby, 2019; Gouda et al., 2016), Eulberg (2017) elucidated that many factors that impact a teacher's job are simply out of their control.”
BackgroundCauchi, N., & Falzon, R. (2023) · International Journal of Spa and Wellness · doi:10.1080/24721735.2023.2266660 · Cited by 6 · see citing works
“” (P3) This correlates with the fi ndings of Gouda et al. (2016), as the authors found mindfulness to aid the educators ’ interactions and attitudes in class.”
BackgroundMindfulness for test anxiety and negative self-evaluation in high school
Dundas, I., & Nygård, I. (2024) · Current Psychology · doi:10.1007/s12144-024-06557-6 · Cited by 8 · see citing works
“The emotional component of test anxiety was reduced after a Mindfulness-Based Stress Reduction (MBSR) intervention in a nonrandomized wait-list controlled study of 29 German students (mean age 16 years, Gouda et al., 2016).”
Dantes, G. R., Asril, N. M., Liem, A., Suwastini, N. K. A., Keng, S., & Mahayanti, N. W. S. (2024) · JMIR Research Protocols · doi:10.2196/56693 · Cited by 10 · see citing works
Jiayuan, M., & Hidayat, R. (2025) · Current Psychology · doi:10.1007/s12144-025-07393-y · Cited by 6 · see citing works
“Gouda et al. (2016 ) demonstrated the benefits of mind - fulness-based stress reduction for teachers, indicating its potential to enhance interpersonal interactions and reduce interpersonal problems.”
Brophy‐Herb, H. E., Stacks, A. M., Frosch, C. A., Brincks, A. M., Cook, J. L., Vallotton, C. D., Perkins, H. A., Kim, L., Carson, R. L., Muzik, M., et al. (2022) · Early Childhood Education Journal · doi:10.1007/s10643-022-01416-0 · Cited by 6 · see citing works
“…methodology or among infant and toddler teachers) or (b) focused on stress and exhaustion, as many studies have included a focus on other indicators of mental health, such as depression (e.g., Becker et al., 2017; Gouda et al., 2016) and anxiety (e.g., Jennings et al., 2017; Roeser et al., 2013).”
Mindfulness, learning, and the creative process
Shamas, V., & Maker, J. (2018) · Gifted Education International · doi:10.1177/0261429418763386 · Cited by 5 · see citing works
“MM has been shown to improve students’ emotional resiliency (Semple et al., 2010), reduce stress levels (Gouda et al., 2016), enhance self-regulation (Barnert et al., 2013), and improve classroom behavior (Black and Fernando, 2014).”
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Inbar, O. S., & Tarrasch, R. (2025) · Education Sciences · doi:10.3390/educsci15040478 · Cited by 4 · see citing works
“This deliberate process involves shifting attention from external stimuli to internal sensations, thoughts, and emotions, all approached with self-compassion and curiosity (Ergas, 2015; Gouda et al., 2016).”
D’Souza, F., & Smyth, L. (2025) · Mindfulness · doi:10.1007/s12671-025-02627-3 · Cited by 4 · see citing works
“…Frank et al., 2021; Fung et al., 2016, 2019; García-Rubio et al., 2023; Ghahremani et al., 2013; Ghiroldi et al., 2020; Goalen, 2013; Goodman, 2018; Gouda et al., 2016; Gregoski et al., 2011, 2012; Harpin et al., 2016; Henderson, 2019; Hetrovicz, 2019; Holland, 2012; Hong et al., 2018; Huppert &…”
Tsubono, K., & Mitoku, S. (2025) · Psychology in the Schools · doi:10.1002/pits.70040 · Cited by 4 · see citing works
“Past studies showed that MBIs significantly reduced stress and burnout among schoolteachers, showing other extra benefits such as improved classroom environment and reduced interpersonal problems with students (Gouda et al. 2016; Jennings 2015).”
Kotamjani, S. S., Jeliseh, M. T., Zohrabi, M., & Xodabande, I. (2025) · Psychology in the Schools · doi:10.1002/pits.70051 · Cited by 4 · see citing works
“The findings of this study stand in contrast to some previous studies that reported no significant impact of mindfulness ‐ based interventions on teachers ’ stress levels (Gouda et al. 2016; Harris et al. 2016; Luong et al. 2019).”
Nature-based mind–body intervention for test anxiety in adolescents: a feasibility study
Zeng, X., Zhang, Y., Chu, Z., & Chen, T. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1550353 · Cited by 5 · see citing works
“Mind–body therapies (MBTs) are treatment methods or techniques based on the knowledge of mind and body interactions (Medical Subject Headings, 2009), such as mindfulness and Tai Chi (Gouda et al., 2016; Guo and Sun, 2019; Li and Li, 2017).”
Souza, L. D. J., de Oliveira, D. A., Soliani, R. D., Alves, S. D. F. F., Gonçalves, M. P., Nora, L. A. R. D. S., & Lima, F. B. D. (2024) · Revista JRG de Estudos Acadêmicos · doi:10.55892/jrg.v7i14.898 · Cited by 5 · see citing works
Validación de una escala de Habilidades y Estados de Relajación-Mindfulness para adolescentes
López-González, L., Kareaga, A. A., Herrero‐Fernández, D., & Alzina, R. B. (2016) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Cited by 4 · see citing works
Network based evidence of suicidal ideation among teachers
Ordóñez, Y. R., & Sesé, A. (2024) · Scientific Reports · doi:10.1038/s41598-024-80010-3 · Cited by 3 · see citing works
“Implementing school-based programs that focus on anxiety reduction techniques, such as mindfulness practices or cognitive-behavioral strategies, may help alleviate these symptoms and, in turn, decrease the risk of suicidal ideation 55,56 .”
Sofyan, A., Ramli, M., Sugiyo, S., & Kurniawan, K. (2023) · COUNS-EDU| The International Journal of Counseling and Education · doi:10.23916/0020220736730 · Cited by 3 · see citing works
Öğretimde Bilinçli Farkındalık Ölçeği Türkçe Uyarlama Geçerlik ve Güvenirlik Çalışması
Genç, A., SEYREK, Ö. D., & AYDIN, C. (2020) · Hacettepe University Journal of Education · doi:10.16986/huje.2020063170 · Cited by 3 · see citing works
Wang, H., Cha, Y.-Y., Wen, Y.-Y., & Lim, C. P. (2025) · Review of Educational Research · doi:10.3102/00346543251363570 · Cited by 5 · see citing works
“Future research may, therefore, adopt objective measures to evaluate teachers’ occupational well-being, such as using cortisol levels as a biomarker to assess occupational stress (Gouda et al., 2016; Rocha et al., 2013).”
Alzahrani, M. A., & Almohammadi, I. A. (2026) · Clinical Psychologist · doi:10.1080/13284207.2026.2621341 · Cited by 2 · see citing works
Mindfulness and Silent Sitting in the Classroom
Scherer, S., Talley, C. P., & Hill, O. W. (2021) · Springer eBooks · doi:10.1007/978-981-16-0200-9_6 · Cited by 2 · see citing works
Feel the atmosphere: a qualitative study on spatial experiences in contemporary Muße architecture
Pritzen, A., Aeschbach, V. M.-J., Ehret, S., & Thomaschke, R. (2023) · Journal of Urban Design · doi:10.1080/13574809.2023.2203855 · Cited by 2 · see citing works
“…– Muße is typically seen as inherently diverse in manifestation so that expressions of quantitative scales cannot cover its essential characteristics: the freedom from external constraints and the freedom for a self-determined state of being (Dobler et al. 2020; Fludernik 2020; Gouda et al. 2016).”
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Preservice Teachers and Perceived Stress: A Comparative Study
Evans, K. (2019) · Journal of International Crisis and Risk Communication Research · Cited by 2 · see citing works
Intervenções em Mindfulness para Síndrome de Burnout em Professores: uma revisão integrativa
Santos, K. D. A., & da Silva, J. P. (2021) · Contextos Clínicos · doi:10.4013/ctc.2021.141.12 · Cited by 2 · see citing works
Strategies for integrating martial arts-based mindfulness into educational settings
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Catch and Release: Tools for Dealing with Teachers’ Stress
Bauman, A. (2023) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-80262-349-920231007 · Cited by 1 · see citing works
Mindfulness Interventions Into University Teachers' Well-Being and Professional Development
Nguyen, T. T. T., Dang, L. T. N., Cao, P. T. L., & Huynh, H. H. (2025) · Advances in human resources management and organizational development book series · doi:10.4018/979-8-3693-8457-2.ch015 · Cited by 1 · see citing works
García, T. S., Kareaga, A. A., López-González, L., Herrero‐Fernández, D., & Páez, D. (2025) · Universitas Psychologica · doi:10.11144/javeriana.upsy22.eapm · Cited by 1 · see citing works
“El programa TREVA incluye a alumnado y docentes, siendo uno de los pocos programas que se dirige a ambos colectivos de forma complementaria, junto con los programas propuestos por autores de otros países (De Carvalho et al., 2017; Gouda et al., 2016; Reindl et al., 2020).”
InfluentialA Mindful Approach to Students With Gifts and Talents: A Classroom Action Research Study
Embury, D. C., Embury, M., Waterbury, K., & Beers, J. W. (2025) · Gifted Child Today · doi:10.1177/10762175241308949 · Cited by 1 · see citing works
“(Eisenberg et al., 2010; Gouda et al., 2016).”
Akyıl, Y., Akçıl, S., & Erdinç, B. (2025) · Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi · doi:10.31795/baunsobed.1549884 · Cited by 1 · see citing works
- Authors
- Gouda, S., Luong, M. T., Schmidt, S., & Bauer, J.
- Affiliations
- University of Freiburg (DE)
- Corresponding author
- Bauer, Joachim
- ORCID
- Schmidt, Stefan
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2016-04-26
- Volume
- 7
- Pages
- 590-590
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC4845593
- OpenAlex
- W2345261191
- Cited by
- 140
- References
- 129
- Citations by year
- 2026: 7 · 2025: 21 · 2024: 19 · 2023: 14 · 2022: 16 · 2021: 11 · 2020: 20 · 2019: 15 · 2018: 7 · 2017: 7 · 2016: 3
- FWCI
- 14.27
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- FreiDok plus (Universitätsbibliothek Freiburg) (submittedVersion)
- Funders
- German Research Foundation (1015)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- mindfulness-based stress reduction, mindfulness-based interventions, school-based intervention, students, teachers, stress, self-regulation, self-efficacy, interpersonal problems, anxiety, creativity, emotion regulation, mental health
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