Mindfulness-based interventions for stress and burnout in teachers: A systematic review

This systematic review provides an updated synthesis of mindfulness-based interventions (MBIs) for stress and burnout in teachers (K-12) and assessed implementation fidelity. We followed PRISMA guidelines, conducted electronic searches in five databases, and included studies through to February 2022. We included assessments of fidelity (using Treatment Fidelity Tool for MBIs) and methodological quality (using Down and Black checklist). Thirty-nine studies met our inclusion criteria. Evidence of MBIs for reducing stress and burnout, and improving other psychological outcomes showed great promise. However, a lack of standardisation in intervention components, facilitators, duration, and outcome measures was observed. Recommendations for future interventions and research are provided.

Automated summary

This systematic review provides an updated synthesis of mindfulness-based interventions (MBIs) for stress and burnout in teachers (K-12) and assessed implementation fidelity. Recommendations for future interventions and research are provided.