Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial

Patricia A. Jennings, Jennifer L. Frank, Karin E. Snowberg, Michael A. Coccia, Mark T. Greenberg

Research output: Contribution to journalArticle

164 Scopus citations

Abstract

Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness- based professional development program designed to reduce stress and improve teachers' performance and classroom learning environments. A randomized controlled trial examined program efficacy and acceptability among a sample of 50 teachers randomly assigned to CARE or waitlist control condition. Participants completed a battery of self-report measures at pre- and postintervention to assess the impact of the CARE program on general well-being, efficacy, burnout/time pressure, and mindfulness. Participants in the CARE group completed an evaluation of the program after completing the intervention. ANCOVAs were computed between the CARE group and control group for each outcome, and the pretest scores served as a covariate. Participation in the CARE program resulted in significant improvements in teacher wellbeing, efficacy, burnout/time-related stress, and mindfulness compared with controls. Evaluation data showed that teachers viewed CARE as a feasible, acceptable, and effective method for reducing stress and improving performance. Results suggest that the CARE program has promise to support teachers working in challenging settings and consequently improve classroom environments.

Original languageEnglish (US)
Pages (from-to)374-390
Number of pages17
JournalSchool Psychology Quarterly
Volume28
Issue number4
DOIs
StatePublished - Dec 1 2013

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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