The mindful professor: the impacts of an innovative mindfulness training intervention for college faculty.

Summary

Faculty training in mindful leadership significantly enhances their well-being and ability to support college mental health. An intervention for university faculty education saw participants' mindfulness increase by 13%, improving self-awareness and emotional regulation. This fosters better communication and discussions about student well-being, highlighting the positive impact of mindful leadership on campus.

Abstract

Objective: To examine the impact of a mindful leadership training program on faculty well-being, mindfulness, and their ability to support student mental health. Participants: Forty-one university faculty members participated in a wait-list control trial. Methods: Surveys assessing mindfulness, stress, self-compassion, support, and beliefs about student well-being were administered at baseline, post-program, and 3-month follow-up. Focus groups were held at completion. Results: Faculty in the intervention group showed a 13.27% increase in mindfulness, compared to 3.13% in the control group. Participants reported greater presence, self-awareness, emotional regulation, and improved communication with students. They adopted more mindfulness practices and discussed student well-being more often. Qualitative data echoed these outcomes. Conclusions: Mindful leadership training may enhance faculty mindfulness, emotional regulation, and student support capacity. Further research is needed to explore long-term impacts and broader implementation in higher education.

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