Planting Seeds of Mindfulness During Teacher Preparation


  • Shannon Mulhearn University of Nebraska at Kearney
  • Megan Adkins University of Nebraska at Kearney
  • Douglas Ellison Kent State University



Stress reduction, Teacher education, Preservice teachers, Mindfulness, Coping, Quantitative Research


Mindful practices such as intentional breath and body awareness may benefit students in teacher education programs both in their present student roles and in their futures as educators. This mixed methods study included an 8-week online mindfulness intervention during the Spring of 2020. Quantitative data included pre- and post-questionnaires related to mindful awareness, perceived stress, resilience, and loneliness. Participants (n=16) provided weekly records of practice and attendance, and at the conclusion of the program, semi-structured interviews were conducted. Scores for mindful awareness and resilience significantly increased over the course of the program while perceived stress and loneliness decreased. A statistically significant, inverse correlation was observed between mindful awareness and perceived stress. Interview themes included that teacher education students felt their Self-Awareness and Social Connections were affected throughout the intervention. Noting aspects of transformative learning, participants also indicated an intention to integrate mindful practices into their future classrooms.


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How to Cite

Mulhearn, S., Adkins, M., & Ellison, D. (2023). Planting Seeds of Mindfulness During Teacher Preparation. Journal of Trauma Studies in Education, 2(2), 83–101.



Research Papers