Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being

Patricia A. Jennings, Sebrina Doyle, Yoonkyung Oh, Damira Rasheed, Jennifer L. Frank, Joshua L. Brown

Research output: Contribution to journalArticle

Abstract

Teacher stress is at an all-time high, negatively impacting the quality of education and student outcomes. In recent years, mindfulness-based interventions have been shown to promote well-being and reduce stress among healthy adults. In particular, mindfulness-based interventions enhance emotion regulation and reduce psychological distress. One such program specifically designed to address teacher stress is Cultivating Awareness and Resilience in Education (CARE). The present study examined teachers' self-reported data collected at three time points over two consecutive school years as part of a randomized controlled trial of CARE. The study involved 224 teachers in 36 elementary schools in high poverty areas of New York City. Teachers were randomly assigned within schools to receive CARE or to a waitlist control group. This study builds on previous experimental evidence of the impacts of CARE on teacher self-reported outcomes for this sample of teachers within one school year (Jennings et al., 2017). Results indicate that at the third assessment point (9.5 months after participating in the program), CARE teachers showed continued significant decreases in psychological distress, reductions in ache-related physical distress, continued significant increases in emotion regulation and some dimensions of mindfulness. Findings indicate that teachers who participated in mindfulness-based professional development through CARE reported both sustained and new benefits regarding their well-being at a follow-up assessment almost one-year post-intervention compared to teachers in the control condition. Implications for further research and policy are discussed.

Original languageEnglish (US)
Pages (from-to)186-202
Number of pages17
JournalJournal of School Psychology
Volume76
DOIs
StatePublished - Oct 2019

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resilience
Mindfulness
well-being
Education
teacher
education
Emotions
Psychology
Poverty Areas
emotion
Social Skills
school
Randomized Controlled Trials
Students
Pain
elementary school
Control Groups
poverty
Research

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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title = "Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being",
abstract = "Teacher stress is at an all-time high, negatively impacting the quality of education and student outcomes. In recent years, mindfulness-based interventions have been shown to promote well-being and reduce stress among healthy adults. In particular, mindfulness-based interventions enhance emotion regulation and reduce psychological distress. One such program specifically designed to address teacher stress is Cultivating Awareness and Resilience in Education (CARE). The present study examined teachers' self-reported data collected at three time points over two consecutive school years as part of a randomized controlled trial of CARE. The study involved 224 teachers in 36 elementary schools in high poverty areas of New York City. Teachers were randomly assigned within schools to receive CARE or to a waitlist control group. This study builds on previous experimental evidence of the impacts of CARE on teacher self-reported outcomes for this sample of teachers within one school year (Jennings et al., 2017). Results indicate that at the third assessment point (9.5 months after participating in the program), CARE teachers showed continued significant decreases in psychological distress, reductions in ache-related physical distress, continued significant increases in emotion regulation and some dimensions of mindfulness. Findings indicate that teachers who participated in mindfulness-based professional development through CARE reported both sustained and new benefits regarding their well-being at a follow-up assessment almost one-year post-intervention compared to teachers in the control condition. Implications for further research and policy are discussed.",
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Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being. / Jennings, Patricia A.; Doyle, Sebrina; Oh, Yoonkyung; Rasheed, Damira; Frank, Jennifer L.; Brown, Joshua L.

In: Journal of School Psychology, Vol. 76, 10.2019, p. 186-202.

Research output: Contribution to journalArticle

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