Abstract
Though there are many programs that work to increase students’ social and emotional competence, the well-being of teachers and how teachers influence the success of students has been somewhat overlooked. This is in juxtaposition with the increasing demands being put on K-12 teachers in our current, high-stakes, standardized testing educational environment. This chapter will report on the findings and implications from a qualitative study of the impact of a mindfulness intervention in a Graduate Educational Research course for twenty in-service K-12 teachers. The main goal of this study is to expand secondary education teachers’ understanding and experience with contemplative practices, including reflective writing and mindfulness meditation, in order to improve their own and their student’s learning experiences. Support for mindfulness meditation and other contemplative practices helping these teacher-students to deepen their understanding of what it means to be an educator, regulate their emotions, increase their attentional capacities, and create positive habits of mind is provided through the students’ reflections,self-report, and analysis of their academic writing. Further, the “trickle down” effect of these in-service teachers’ training on their classroom environments will be discussed. This chapter will highlight the importance of creating educational environments that teach to the whole person, allowing for deepened understanding of the self, others, and larger communities both inside and outside of academia.