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Adaptive Coping: Psychological Mindfulness for Teachers

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The Mind and Teachers in the Classroom

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Abstract

In this chapter, I explore the discourse on mindfulness that primarily emphasises its effects on teachers’ cognitive functions, their affective and social-emotional characteristics, and/or their mental, physical and occupational health—what I label ‘psychological mindfulness’. I identify the key features of this large body of work, specifically exploring the discursive regularities and disparities between the different positions adopted and how they are advanced to teachers, specifically by recourse to being ‘evidence-based’.

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  1. University of Sydney, Sydney, NSW, Australia

    Remy Y. S Low

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Low, R.Y.S. (2021). Adaptive Coping: Psychological Mindfulness for Teachers. In: The Mind and Teachers in the Classroom. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-70384-4_3

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  • DOI: https://doi.org/10.1007/978-3-030-70384-4_3

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