Journal article
Examining K-12 Teachers' Use and Perceptions of Mindfulness and Meditation
Contemporary school psychology, Vol.30(1), pp.81-90
03/2026
DOI: 10.1007/s40688-025-00564-5
Appears in UI Libraries Support Open Access
Abstract
Teacher stress and burnout have increased over the past decade, leading to increased interest in mindfulness as a means to enhance teacher well-being. This study examines South Carolina K-12 teachers' perceptions and practices of mindfulness and meditation. Survey responses from 450 teachers revealed high engagement with these practices, with participants reporting notable improvements in stress management and emotional health. The findings highlight mindfulness's potential to support teacher well-being amid increasing challenges in the profession.
Details
- Title: Subtitle
- Examining K-12 Teachers' Use and Perceptions of Mindfulness and Meditation
- Creators
- Anna Hall - Clemson UniversityQianyi Gao - University of Iowa, Education AdministrationGrace Bache-Wiig - Clemson University
- Resource Type
- Journal article
- Publication Details
- Contemporary school psychology, Vol.30(1), pp.81-90
- DOI
- 10.1007/s40688-025-00564-5
- ISSN
- 2159-2020
- eISSN
- 2161-1505
- Publisher
- Springer Nature
- Number of pages
- 10
- Language
- English
- Electronic publication date
- 09/18/2025
- Date published
- 03/2026
- Academic Unit
- Education Administration; Psychological and Quantitative Foundations
- Record Identifier
- 9985091364302771
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