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Building Compassionate Schools: Pilot Study of a Compassionate Mind Training Intervention to Promote Teachers’ Well-being

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A Correction to this article was published on 05 February 2022

A Correction to this article was published on 11 December 2021

This article has been updated

Abstract

Objectives

Mounting research has supported the beneficial effects of compassion-based interventions for improving psychosocial and physiological well-being and mental health. Teachers present a high risk of professional stress, which negatively impacts their mental health and professional performance. It is crucial to make compassion cultivation a focus in educational settings, supporting teachers in coping with the school context’s challenges, and promoting their mental well-being. This study aims to test the feasibility of the Compassionate Mind Training programme for Teachers (CMT-T), as well as to preliminary explore possible mechanisms of change.

Methods

Participants were 31 teachers from one public school in the centre region of Portugal, who underwent the CMT-T, a six-module Compassionate Mind Training group intervention for teachers. Feasibility was assessed in six domains (acceptability, implementation, practicality, adaptation, integration, and preliminary effectiveness), using self-reports, overall programme assessment, attrition, attendance, and home practice. Using a pre-post within-subject design, changes were assessed in self-reported psychological distress, burnout, well-being, compassion, and self-criticism. Mediation analysis for repeated measures designs was used to explore mechanisms of change.

Results

The CMT-T was feasible in all the six domains. Participants revealed significant decreases in depression, stress, and fears of compassion to others, as well as significant increases in compassion to others, self-compassion, and compassion to others’ motivations and actions after the CMT-T intervention. When self-criticism was controlled, decreases in burnout and increases in satisfaction with professional life, and self-compassion, were also found. Fears of compassion for others mediated the impact of CMT-T on teachers’ burnout, and self-compassion mediated the intervention effect on psychological well-being.

Conclusions

This pilot study provides evidence that CMT-T is feasible and may be effective in promoting teachers’ compassionate motivations, attributes, and actions towards others and themselves and improving their mental health and well-being. These promising findings warrant further investigation within a randomized controlled trial.

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Data Availability

The data that support the findings of this study are available upon reasonable request from the authors.

Change history

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Acknowledgements

The authors would like to thank the educational institution that collaborated with this project and the teachers for their kind participation.

Funding

This work has received funding and support from Sarah and John Rockliff and the Reed Foundation (UK) and supported by the Compassionate Mind Foundation (UK).

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Authors and Affiliations

  1. University of Coimbra, Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC), Faculty of Psychology and Educational Sciences, Coimbra, Portugal

    Marcela Matos, Lara Palmeira, Isabel Albuquerque, Marina Cunha, Margarida Pedroso Lima & Ana Galhardo

  2. Universidade Portucalense, Infante D. Henrique, Porto, Portugal

    Lara Palmeira

  3. Instituto Superior Miguel Torga, Coimbra, Portugal

    Marina Cunha & Ana Galhardo

  4. School of Psychology, College of Health, Psychology & Social Care, University of Derby, Derby, UK

    Frances A. Maratos

  5. Centre for Compassion/Mental Health Research Unit, Derbyshire Healthcare NHS Foundation Trust, Derby, UK

    Paul Gilbert

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Contributions

MM, LP, IA, MC, MPL, FM, and PG designed the study. MM, LP, IA, MC, and MPL executed the study and conducted the data analyses. MM, LP, IA, MC, MPL, and AG wrote the original and final draft of the manuscript. PG collaborated with the review and editing of the final draft. All authors approved the final version of the manuscript. MM, FM, and PG were responsible for the funding acquisition that supported the current study. MM, LP, IA, FM, and PG developed the resources and materials used in the current study. The study was supervised by MM, FM, and PG.

Corresponding author

Correspondence to Marcela Matos.

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Ethics Approval

The authors declare that all procedures contributing to this work comply with the ethical standards of the relevant national and institutional committees on human experimentation and with the Helsinki Declaration of 1975 and its later amendments. The Ethics Committee of the Faculty of Psychology and Educational Sciences of the University of Coimbra approved the study (CEDI22.03.2018).

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Informed consent was obtained from all individual participants included in the study.

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The authors declare no competing interests.

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Matos, M., Palmeira, L., Albuquerque, I. et al. Building Compassionate Schools: Pilot Study of a Compassionate Mind Training Intervention to Promote Teachers’ Well-being. Mindfulness 13, 145–161 (2022). https://doi.org/10.1007/s12671-021-01778-3

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