The effectiveness of mindfulness-based stress reduction for school teachers: a cluster-randomized controlled trial

Abstract Background Teaching has been found to be one of the most stressful occupations. Hence, current interest in reducing stress and enhancing the well-being of teachers is strong. Mindfulness-based stress reduction (MBSR) is documented to be effective in reducing stress and increasing well-being...

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Published in:European journal of public health 2022-04, Vol.32 (2), p.246-253
Main Authors: Bonde, Emilie H, Fjorback, Lone O, Frydenberg, Morten, Juul, Lise
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Analysis
Care and treatment
Child
Children
Clinical trials
Clusters
Confidence intervals
Data entry
Diagnosis
Everyday life
Humans
Intervention
Mental Health
Methods
Mindfulness
Mindfulness meditation
Patient outcomes
Public health
Reduction
Regression models
School Teachers
Schools
Secondary school teachers
Secondary schools
Statistical analysis
Stress
Stress (Psychology)
Stress management
Stress, Psychological - prevention & control
Teachers
Teaching
Training
Waiting Lists
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Summary:Abstract Background Teaching has been found to be one of the most stressful occupations. Hence, current interest in reducing stress and enhancing the well-being of teachers is strong. Mindfulness-based stress reduction (MBSR) is documented to be effective in reducing stress and increasing well-being. This study investigated the effectiveness of delivering MBSR to lower secondary school teachers as a part of a teacher-training programme. Methods This study was a nested trial within the parallel cluster-randomized controlled trial, Stress-free Everyday LiFe for Children and Adolescents REsearch (SELFCARE). Schools were recruited from all five geographical regions in Denmark between May 2018 and May 2019. One to three teachers from each school were allowed to participate. At baseline, 110 schools, representing 191 lower secondary school teachers, were cluster-randomized to intervention or a wait-list control group. The intervention group received MBSR during 2019 and the wait-list control group during 2020. Data were collected at baseline and after 3  and 6 months. The primary outcome was measured by Cohen’s Perceived Stress Scale (PSS). Data were analyzed using a mixed-effect linear regression model and bootstrapped for cluster effects. Results At 3 months, the intervention group statistically significantly reduced their PSS score 1.7 [95% confidence interval (CI) 0.04–3.3] points more than did the wait-list control group. At 6 months, the intervention group had statistically significantly reduced their mean PSS score 2.1 (95% CI: 0.5–3.8) points more than the wait-list control group. Conclusion It is possible to reduce perceived stress among lower secondary school teachers by delivering MBSR as part of a teacher-training programme.
ISSN:1101-1262
1464-360X
1464-360X
DOI:10.1093/eurpub/ckab223