The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature

Research output: Journal contributionsScientific review articlesResearch


  • Tim Lomas
  • Juan Carlos Medina
  • Itai Ivtzan
  • Silke Rupprecht
  • Francisco José Eiroa-Orosa

Given the potentially demanding nature of teaching, efforts are underway to develop practices that can improve the wellbeing of educators, including interventions based on mindfulness meditation. We performed a systematic review of empirical studies featuring analyses of mindfulness in teaching contexts. Databases were reviewed from the start of records to January 2016. Eligibility criteria included empirical analyses of mindfulness, mental health, wellbeing, and performance outcomes acquired in relation to practice. A total of 19 papers met the eligibility criteria and were included in the systematic review, consisting of a total 1981 participants. Studies were principally examined for outcomes such as burnout, anxiety, depression and stress, as well as more positive wellbeing measures (e.g., life satisfaction). The systematic review revealed that mindfulness was generally associated with positive outcomes in relation to most measures. However, the quality of the studies was inconsistent, and so further research is needed, particularly involving high-quality randomised control trials.

Original languageEnglish
JournalTeaching and Teacher Education
Pages (from-to)132-141
Number of pages10
Publication statusPublished - 01.01.2017

    Research areas

  • Education professionals, Meditation, Mindfulness, Systematic review, Wellbeing, Randomized contolled trial, Health Care Professionals, Stress Reduction, Mental-Health, Medical-Students, Chronic Pain, Program, Interventions, Mechanisms
  • Health sciences