Evaluating the Effects of a Six-Session Book Study on Educators’ Mindfulness Practices

Abstract

Mindfulness-based practices have increasingly been implemented in schools in recent years. Research has reflected that mindfulness interventions may provide positive results for students (e.g., Schonert et al., 2015). Little research has been conducted regarding educators’ experiences and perceptions of mindfulness prior to implementation in the classroom, which may influence the success of interventions. This pilot study explores a potential way to increase educators’ personal mindfulness practices and increase their perceptions of the acceptability of mindfulness practices through participation in a book study. A comparison of pretest and posttest scores on the Behavior Intervention Rating Scale and the Five Facet Mindfulness Questionnaire displayed an increase in educators’ ratings of appropriateness of a mindfulness-based intervention designed for students and their own self-perceived mindfulness. Scores on other scales measuring educators’ perceptions of their own mindfulness did not change significantly from pretest to posttest.