Mindfulness-based intervention for educators: Effects of a school-based cluster randomized controlled study

Journal article


Hwang, Yoon-Suk, Goldstein, Harvey, Medvedev, Oleg N., Singh, Nirbhay N., Noh, Jae-Eun and Hand, Kirstine Alicia. (2019) Mindfulness-based intervention for educators: Effects of a school-based cluster randomized controlled study. Mindfulness. 10(7), pp. 1417 - 1436. https://doi.org/10.1007/s12671-019-01147-1
AuthorsHwang, Yoon-Suk, Goldstein, Harvey, Medvedev, Oleg N., Singh, Nirbhay N., Noh, Jae-Eun and Hand, Kirstine Alicia
Abstract

Objectives
The present study investigates the effectiveness of an 8-week mindfulness-based intervention designed to improve educator wellbeing and implemented concurrently in multiple school sites.
Methods
Using a cluster (school) randomized controlled design, 185 educators working in 20 Australian schools were randomized to an intervention group (10 schools, number = 85, mean age = 42.34 years) or a control group (10 schools, number = 100, mean age = 43.7 years). Multiple regression analysis was performed to examine effects of intervention on wellbeing and teaching-related outcomes and students’ sense of connectedness to teachers measured post intervention after controlling for the baseline.
Results
The intervention predicted lower levels of perceived stress (β = − 0.196, p < 0.01, 95% CI [− 4.00, − 0.92]) and sleep difficulty (β = − 0.175, p < 0.05, 95% CI [− 7.54, − 0.46]) and higher levels of mindfulness (β = 0.252, p < 0.001, 95% CI [2.60, 6.12]), self-compassion (β = 0.207, p < 0.001, 95% CI [0.14, 0.43]) and cognitive reappraisal in emotion regulation (β = 0.152, p < 0.05, 95% CI [0.19, 4.03]) at immediate post-intervention, with medium to large effect sizes, after controlling for effects of corresponding variables at baseline. These effects largely remained significant at 6-week post-intervention. Improved educator wellbeing did not accompany improvements in teaching but students’ sense of connectedness to teachers.
Conclusions
The findings suggest that mindfulness-based interventions may contribute to the overall educator wellbeing and this may increase students’ sense of connectedness to teachers without themselves undergoing any intervention.

KeywordsEducator stress; Mindfulness; Self-compassion; Emotion regulation; Student perception
Year2019
JournalMindfulness
Journal citation10 (7), pp. 1417 - 1436
PublisherSpringer New York LLC
ISSN1868-8527
Digital Object Identifier (DOI)https://doi.org/10.1007/s12671-019-01147-1
Page range1417 - 1436
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited States of America
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Leckie, George and Goldstein, Harvey. (2011) A note on 'The limitations of school league tables to inform school choice'. Journal of the Royal Statistical Society Series A: Statistics in Society. 174(3), pp. 833 - 836. https://doi.org/10.1111/j.1467-985X.2010.00688.x
Estimating research performance by using research grant award gradings
Goldstein, Harvey. (2011) Estimating research performance by using research grant award gradings. Journal of the Royal Statistical Society Series A: Statistics in Society. 174(1), pp. 83 - 93. https://doi.org/10.1111/j.1467-985X.2010.00657.x
Understanding uncertainty in school league tables
Leckie, George and Goldstein, Harvey. (2011) Understanding uncertainty in school league tables. Fiscal Studies. 32(2), pp. 207 - 224. https://doi.org/10.1111/j.1475-5890.2011.00133.x
Patchwork intermediation: Challenges and opportunities for regionally coordinated workforce development
Lowe, Nichola, Goldstein, Harvey and Donegan, Mary. (2011) Patchwork intermediation: Challenges and opportunities for regionally coordinated workforce development. Economic Development Quarterly: the journal of American economic revitalization. 25(2), pp. 158 - 171. https://doi.org/10.1177/0891242410383413
Your voice counts: Listening to the voice of high school students with autism spectrum disorder
Saggers, Beth, Hwang, Yoon-Suk and Mercer, Kay. (2011) Your voice counts: Listening to the voice of high school students with autism spectrum disorder. Australasian Journal of Special Education. 35(2), pp. 173 - 190. https://doi.org/10.1375/ajse.35.2.173
Pupil composition and accountability: An analysis in English primary schools
Kounali, Daphne, Robinson, Anthony, Lauder, Hugh and Goldstein, Harvey. (2010) Pupil composition and accountability: An analysis in English primary schools. International Journal of Educational Research. 49(2-3), pp. 49 - 68. https://doi.org/10.1016/j.ijer.2010.08.001
MCMC sampling for a multilevel model with nonindependent residuals within and between cluster units
Browne, William and Goldstein, Harvey. (2010) MCMC sampling for a multilevel model with nonindependent residuals within and between cluster units. Journal of Educational and Behavioral Statistics. 35(4), pp. 453 - 473. https://doi.org/10.3102/1076998609359788
Pupil composition and accountability: An analysis in English primary schools
Lauder, Hugh, Kounali, Daphne, Robinson, Anthony and Goldstein, Harvey. (2010) Pupil composition and accountability: An analysis in English primary schools. International Journal of Educational Research. 45(2-3), pp. 49 - 68. https://doi.org/10.1016/j.ijer.2010.08.001
Statistical modelling of repeated measurement data
Goldstein, Harvey. (2010) Statistical modelling of repeated measurement data. Longitudinal and Life Course Studies. 1(2), pp. 170 - 185. https://doi.org/10.14301/llcs.v1i2.67
Handling attrition and non-response in longitudinal data
Goldstein, Harvey. (2009) Handling attrition and non-response in longitudinal data. Longitudinal and Life Course Studies.
Multilevel multivariate modelling of childhood growth, numbers of growth measurements and adult characteristics
Goldstein, Harvey and Kounali, Daphne. (2009) Multilevel multivariate modelling of childhood growth, numbers of growth measurements and adult characteristics. Royal Statistical Society. Journal. Series A: Statistics in Society.
Multilevel models with multivariate mixed response types
Goldstein, Harvey, Carpenter, James R., Kenward, Michael G. and Levin, Kate A.. (2009) Multilevel models with multivariate mixed response types. Statistical Modelling.
Comment peut-on utiliser les etudes comparatives internationales pour doter les politiques educatives d'information fiables?
Goldstein, Harvey. (2009) Comment peut-on utiliser les etudes comparatives internationales pour doter les politiques educatives d'information fiables? Revue Francaise de Pedagogie.
Comment: Citation Statistics
Goldstein, Harvey and Spiegelhalter, David. (2009) Comment: Citation Statistics. Statistical Science.
The limitations of using school league tables to inform school choice
Leckie, George and Goldstein, Harvey. (2009) The limitations of using school league tables to inform school choice. Royal Statistical Society. Journal. Series A: Statistics in Society.
Evidence and education policy - some reflections and allegations
Goldstein, Harvey. (2008) Evidence and education policy - some reflections and allegations. Cambridge Journal of Education.
Adjusting for measurement error in the value added model: evidence from Portugal
Ferrao, Maria Eugenia and Goldstein, Harvey. (2008) Adjusting for measurement error in the value added model: evidence from Portugal. Quality and Quantity. 43, pp. 951 - 963. https://doi.org/10.1007/s11135-008-9171-1
Review of 'Monitoring Educational Achievement'
Goldstein, Harvey. (2008) Review of 'Monitoring Educational Achievement'. International Journal of Educational Development.
Modelling measurement errors and category misclassifications in multilevel models
Goldstein, Harvey, Kounali, Daphne and Robinson, Anthony. (2008) Modelling measurement errors and category misclassifications in multilevel models. Statistical Modelling.
School league tables: what can they really tell us?
Goldstein, Harvey. (2008) School league tables: what can they really tell us? Significance.
The effects of year repetition (redoublement) on the progress of pupils in the first three years of French schooling
Goldstein, Harvey. (2008) The effects of year repetition (redoublement) on the progress of pupils in the first three years of French schooling.
Techniques for Monitoring the Comparability of Examination Standards
Goldstein, Harvey. (2007) Techniques for Monitoring the Comparability of Examination Standards Qualifications and Curriculum Authority.
Theory-of-Mind Continuum Model: Why mind matters in philosophy, psychology and education
Hwang, Yoon-Suk, Evans, David and Mackenzie, Jim. (2007) Theory-of-Mind Continuum Model: Why mind matters in philosophy, psychology and education. The International Journal of Interdisciplinary Social Sciences. 2(3), pp. 249 - 258.