This article reports on a study based on “a classroom model theory positing that teachers’ well-being promotes better teacher-student relationships, effective classroom management skills, and effective social-emotional learning.” The study found that teachers who participated in a mindfulness-based professional development program “were more emotionally supportive and demonstrated greater sensitivity to students than those in the control group.”Source:
Elisha McNeil, Education Week, May 4, 2016Description:
Mindfulness-based interventions and stress-reducing strategies can lead to improvements not only in teachers’ social and emotional well-being but also in instructional climate and student engagement, according to a recent study out of the University of Virginia’s Curry School of Education.
For the study, researchers examined the effects of teachers and students participating in “Cultivating Awareness and Resilience in Education,” a mindfulness-based professional-development program designed to help teachers reduce stress and burnout.
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