, Volume 7, Issue 1, pp 209–218 | Cite as

Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program

  • Jennifer E. Sharp
  • Patricia A. Jennings


School personnel encounter numerous occupational stressors unique to their profession, and these stressors place educators at risk of job-related stress and burnout. Given the prevalence of stress and burnout among school personnel, concrete interventions designed to address the unique demands and enhance coping resources of school personnel are necessary. One promising mindfulness-based intervention (MBI) for school personnel, Cultivating Awareness and Resilience in Education (CARE), is introduced and explored. Using semi-structured interviews, the current study investigated how participants applied mindfulness strategies learned through the mindfulness-based intervention CARE. Participants reported shifting their emotional reactivity and approach to students by applying mindfulness through (1) present-centered awareness of emotions, (2) emotional reappraisal of situations, and (3) use of metaphors introduced through the CARE program. Results suggest that the CARE program is a promising approach to support school personnel experiencing stress and burnout.


Burnout Teacher stress Mindfulness Professional development 



The project described was supported by award number R305A090179 from the Institute of Educational Sciences (IES). The content is solely the responsibility of the authors and does not necessarily represent the official views of the Institute of Educational Sciences or the US Department of Education.


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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.Northern Kentucky UniversityHighland HeightsUSA
  2. 2.University of VirginiaCharlottesvilleUSA

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