Exploring the Experiences of Mindfulness-Based Teachers in Saskatchewan Schools

Abstract

This basic interpretive qualitative study investigated the benefits of a mindfulness-based approach to teaching. Six participants were recruited for this study including one homeschooling educator, three elementary school teachers, one high school teacher, and one elementary school administrator. Semi-structured interviews were used to generate data in order to understand how mindfulness affects teachers in their personal and professional lives, and how they are using mindfulness to support students in their classrooms. As participants’ stories were reviewed, four major themes were identified using a wellness model perspective (Myers & Sweeney, 2008): (1) Connecting to the curriculum: Mindfulness and its curriculum links; (2) Creating, coping, socializing, meaning making, and exercising: Mindfulness and its connections to teacher health and wellness; (3) Managing and supporting students: Mindfulness and its links to a caring classroom environment; and (4) Motivating, engaging, and meeting students’ needs: Mindfulness and its benefits for students. The current study’s findings have contributed to furthering research in the area of mindful education and health, and have several implications for both practice and future research in the area.