A modified Mindfulness-Based Stress Reduction course adapted for teachers reduced psychological symptoms and burnout, improved classroom organization as rated by observers, enhanced performance on a computer task measuring affective attentional bias, and increased self-compassion among participants. Control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Changes in mindfulness correlated in the expected direction with changes in psychological symptoms, burnout, and sustained attention in the intervention group. The course appears promising for supporting teacher well-being and classroom effectiveness.
A 12-week mindfulness-based Kindness Curriculum delivered in a public school setting improved social competence and report card grades in learning, health, and social-emotional development among 68 preschool children, while the control group showed more selfish behavior over time. Small to medium effects favoring the intervention group were found on measures of cognitive flexibility and delay of gratification. Children initially lower in social competence and executive functioning showed larger gains in social competence. The findings support the program's promise for promoting self-regulation and prosocial behavior in young children.