The Teacher Matters: The Role and Impact of Meditation Teachers in the Trajectories of Western Buddhist Meditators Experiencing Meditation-Related Challenges

Meditation teachers can have both beneficial and detrimental impacts on practitioners facing meditation-related challenges. A mixed-methods study of 68 meditation practitioners and 33 experts from various Buddhist lineages found that beneficial relationships involved access to well-qualified teachers, appropriate guidance, and teachers with psychology or mental health training. Unhelpful factors included teacher unavailability, limited student tracking or disclosure, invalidating or victim-blaming responses, lack of perceived expertise, and mismatched interpersonal or cultural dynamics. The psychologization of Buddhist meditation in the West shapes student-teacher relationships and expectations, especially during challenges.

Study at a glance

Abstract

Although meditation is often treated as an individual practice, meditation teachers can play an important role. Drawing on the mixed-methods dataset of the Varieties of Contemplative Experience project, this paper examines the role of meditation teachers and their impacts on Western practitioners who are navigating meditation-related challenges. Quantitative and qualitative results from 68 meditation practitioners and 33 experts (teachers and clinicians) from a range of Buddhist lineages indicate that the impact of teachers on practitioners navigating challenges ranged from highly beneficial to highly detrimental. Key characteristics in beneficial student-teacher relationships included having access to and receiving appropriate guidance from a well-qualified teacher, as well as having a teacher whose approach to working with challenges was informed by training in psychology or mental health. Other factors described as unhelpful or leading to additional distress included a lack of availability or teacher access; limited student tracking or disclosure; invalidating, unsupportive, victim-blaming, or scripted teacher responses; a lack of perceived teacher expertise; or mismatched interpersonal or cultural dynamics. These findings also illustrate various ways in which the psychologization of Buddhist meditation in the West influences student-teacher relationships and establishes certain expectations that are made particularly apparent in the context of meditation-related challenges.