Mapping the landscape of mindfulness research in educational workplaces: a bibliometric and conceptual analysis (2020–2024)

Summary

A systematic mapping of mindfulness research in educational workplaces from 2020 to 2024 analyzed 242 peer-reviewed publications using bibliometric and conceptual methods. Four thematic clusters emerged: Teacher Well-being and Mental Health, Mindfulness Interventions and Training, Student Development and Educational Psychology, and Socio-Cultural and Methodological Context. Individual-level constructs like stress and burnout dominate the literature, while systemic factors such as school leadership and collective efficacy are significantly underrepresented. The keyword patterns are consistent with the 'McMindfulness' critique, suggesting an empirical tendency toward individualized conceptualizations, though this does not directly test the critique. The authors propose a multi-level conceptual framework and research agenda to integrate organizational applications.

Study at a glance

Abstract

This study provides a systematic mapping of the intellectual structure of mindfulness research within educational workplaces from 2020 to 2024. Despite growing interest, a critical gap exists in understanding how this scholarship addresses systemic, organizational factors alongside individual well-being. A bibliometric and conceptual analysis was conducted on 242 peer-reviewed publications sourced from Scopus and ERIC. Using VOSviewer, we performed keyword co-occurrence analysis to visualize thematic clusters and temporal trends, complemented by a narrative synthesis to interpret findings. The analysis identified four dominant thematic clusters: Teacher Well-being and Mental Health, Mindfulness Interventions and Training, Student Development and Educational Psychology, and Socio-Cultural and Methodological Context. Findings reveal a pronounced focus on individual-level constructs like stress and burnout, while systemic factors such as school leadership and collective efficacy are significantly underrepresented and fragmented within the literature. The keyword structures are consistent with patterns described in the “McMindfulness” critique, suggesting an empirical tendency toward individualized conceptualizations; however, this does not constitute a direct empirical test of the critique. The study concludes by proposing a multi-level conceptual framework and a structured research agenda to advance the field toward integrated, organizational applications that enhance both educator well-being and overall school climate.