Mindfulness in school—evaluation of the special stress reduction program AISCHU for teachers

Abstract

Background: The positive effects of mindfulness-based interventions in the school context have already been empirically demonstrated. The “Mindfulness in Schools” concept (AISCHU) evaluated in this study was designed for both teachers and students to improve their stress perception and self-regulation skills. This exploratory study is the first to focus on the preventive benefits of professional development (AISCHU) for teachers and their mental health. Methods: Established measurement instruments regarding stress experience (PSQ), burnout risk (TM), well-being (WHO-5), and mindfulness (FFA, MAAS) were used in the pre–post comparison. In all, 36 teachers working at different types of schools participated in the program. Results: There were significant improvements with large effect sizes with regard to all parameters examined. Conclusions: In this explorative pilot study of AISCHU for teachers, promising indications of effectiveness in terms of stress reduction, burnout risk minimization, and improvement of quality of life among stressed teachers could be observed for the first time.