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

A mindful leadership training program for university faculty led to a 13.27% increase in mindfulness among participants, compared to a 3.13% increase in a control group. Faculty who completed the program reported greater presence, self-awareness, emotional regulation, and improved communication with students. They also adopted more mindfulness practices and discussed student well-being more often. Qualitative data from focus groups echoed these outcomes. The training may enhance faculty well-being and their ability to support student mental health, though further research is needed to explore long-term impacts and broader implementation.

Study at a glance

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.