The mindful professor: the impacts of an innovative mindfulness training intervention for college faculty.
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| Title: | The mindful professor: the impacts of an innovative mindfulness training intervention for college faculty. |
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| Authors: | Block, Rebecca (AUTHOR), Critchley, Lisa (AUTHOR), Snell, Annetta (AUTHOR), Davie, Caitlin (AUTHOR), Manchester, Ralph (AUTHOR) |
| Source: | Journal of American College Health. Jan2026, Vol. 74 Issue 1, p23-28. 6p. |
| Subjects: | Education of college teachers, Emotion regulation, Professional autonomy, Mental health, Focus groups, T-test (Statistics), Mindfulness, Leadership, Educational outcomes, Evaluation of human services programs, Universities & colleges, Questionnaires, Psychological well-being, Chi-squared test, Descriptive statistics, Mann Whitney U Test, Pre-tests & post-tests, College teacher attitudes, Communication, Adult education workshops, College students, Social support, Self-consciousness (Awareness), Teacher-student relationships, Data analysis software |
| Geographic Terms: | United States |
| Abstract: | Objective: To examine the impact of a mindful leadership training program on faculty well-being, mindfulness, and their ability to support student mental health. Participants: Forty-one university faculty members participated in a wait-list control trial. Methods: Surveys assessing mindfulness, stress, self-compassion, support, and beliefs about student well-being were administered at baseline, post-program, and 3-month follow-up. Focus groups were held at completion. Results: Faculty in the intervention group showed a 13.27% increase in mindfulness, compared to 3.13% in the control group. Participants reported greater presence, self-awareness, emotional regulation, and improved communication with students. They adopted more mindfulness practices and discussed student well-being more often. Qualitative data echoed these outcomes. Conclusions: Mindful leadership training may enhance faculty mindfulness, emotional regulation, and student support capacity. Further research is needed to explore long-term impacts and broader implementation in higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of American College Health 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: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Objective: To examine the impact of a mindful leadership training program on faculty well-being, mindfulness, and their ability to support student mental health. Participants: Forty-one university faculty members participated in a wait-list control trial. Methods: Surveys assessing mindfulness, stress, self-compassion, support, and beliefs about student well-being were administered at baseline, post-program, and 3-month follow-up. Focus groups were held at completion. Results: Faculty in the intervention group showed a 13.27% increase in mindfulness, compared to 3.13% in the control group. Participants reported greater presence, self-awareness, emotional regulation, and improved communication with students. They adopted more mindfulness practices and discussed student well-being more often. Qualitative data echoed these outcomes. Conclusions: Mindful leadership training may enhance faculty mindfulness, emotional regulation, and student support capacity. Further research is needed to explore long-term impacts and broader implementation in higher education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07448481 |
| DOI: | 10.1080/07448481.2025.2503835 |
