Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

11-11-2019 | ORIGINAL PAPER

Exploring Mindfulness Benefits for Students and Teachers in Three German High Schools

Tijdschrift:
Mindfulness
Auteurs:
Minh Tam Luong, Sarah Gouda, Joachim Bauer, Stefan Schmidt
Belangrijke opmerkingen
Minh Tam Luong and Sarah Gouda contributed equally to this work.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Objectives

Considerable evidence points to stress and health risks among students and teachers in modern schools. In recent years, mindfulness-based interventions have emerged as an answer to this growing strain. The present study implemented and evaluated a dual approach that introduced mindfulness simultaneously to students and teachers in three different German high schools. We investigated hypothesized improvements in areas of mental health, social-emotional competencies, and creativity among participants who engaged in a Mindfulness-Based Stress Reduction Course (MBSR) as well as the processes and mechanisms that underlie the potential effects.

Methods

The study employed a controlled waitlist design across three schools. A total of 81 students (grade 11, mean age 16; 63 female, 18 male) and 90 teachers (mean age 45; 66 female, 24 male) participated in this study. In a mixed-methods approach, participants completed psychometric assessment (pre, post, and follow-up measurements) and qualitative semi-structured interviews.

Results

Among students, group comparisons revealed significant improvements with small to medium effect sizes on self-reported mindfulness, perceived stress, anxiety, depression, self-regulation, and emotional competencies. By contrast, teachers showed a significant improvement in medium effect size only on self-reported mindfulness. Explorative analyses and qualitative results expand teachers’ findings and point to benefits in stress management and social emotional competencies. Qualitative results further shed light on course mechanisms and processes among teachers and students.

Conclusions

Results indicate a clearer benefit among students, yet also point to the supportive role mindfulness can assume among teachers. Systemic and implementation factors significantly shaped course results and experience in both populations.

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Literatuur
Over dit artikel