Mindfulness as an emotional well-being tool for early educators during the transition from undergraduate to first year teaching.
Saved in:
| Title: | Mindfulness as an emotional well-being tool for early educators during the transition from undergraduate to first year teaching. |
|---|---|
| Authors: | Crumley, Brittany1 (AUTHOR) bsammon@g.clemson.edu, Linder, Sandra1 (AUTHOR), Baum, Angela2 (AUTHOR), Hubbard, Koti1 (AUTHOR), Shelnut, Jill1 (AUTHOR) |
| Source: | Journal of Early Childhood Teacher Education. Jan-Mar2026, Vol. 47 Issue 1, p106-127. 22p. |
| Subject Terms: | *Early childhood educators, *Teacher training, *Emotion regulation, *Psychological resilience, *Teacher induction, Mindfulness, Psychological well-being, Stress management |
| Abstract: | The role of mindfulness in supporting the emotional well-being of early childhood educators, particularly during the transition from preservice to full-time teaching, can effectively reduce stress, improve emotional regulation, and promote resilience among teachers, especially in high-pressure environments. Mindfulness practices are shown to reduce emotional exhaustion and enhance teacher–student relationships, ultimately fostering a positive classroom climate. Incorporating mindfulness into teacher professional development and self-care routines can improve both emotional well-being and teaching efficacy. The findings from this single holistic case study explore the emotional well-being of five early childhood beginning teachers engaging with self-selected mindfulness practices for 8 weeks during the transition from pre-service to first-year teaching. The data analysis from this study reveals four major themes, reflecting how beginning teachers use mindfulness as an emotional well-being tool during the transition into the profession (e.g. physical activities and reflective practices for emotional well-being). Participants use mindfulness to pause, reflect, release, and reconnect with feelings of positive emotional well-being. The findings of this study provide preliminary insight regarding how to support mindfulness practices and emotional well-being for preservice and beginning teachers. Future research should explore the long-term effects of mindfulness interventions in diverse educational settings. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The role of mindfulness in supporting the emotional well-being of early childhood educators, particularly during the transition from preservice to full-time teaching, can effectively reduce stress, improve emotional regulation, and promote resilience among teachers, especially in high-pressure environments. Mindfulness practices are shown to reduce emotional exhaustion and enhance teacher–student relationships, ultimately fostering a positive classroom climate. Incorporating mindfulness into teacher professional development and self-care routines can improve both emotional well-being and teaching efficacy. The findings from this single holistic case study explore the emotional well-being of five early childhood beginning teachers engaging with self-selected mindfulness practices for 8 weeks during the transition from pre-service to first-year teaching. The data analysis from this study reveals four major themes, reflecting how beginning teachers use mindfulness as an emotional well-being tool during the transition into the profession (e.g. physical activities and reflective practices for emotional well-being). Participants use mindfulness to pause, reflect, release, and reconnect with feelings of positive emotional well-being. The findings of this study provide preliminary insight regarding how to support mindfulness practices and emotional well-being for preservice and beginning teachers. Future research should explore the long-term effects of mindfulness interventions in diverse educational settings. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10901027 |
| DOI: | 10.1080/10901027.2025.2454921 |
