Enhancing wellbeing among pre-service teachers through a mindfulness-based social and emotional learning curriculum: a quasi-experimental study in China
BackgroundIntegrating mindfulness practices and Social and Emotional Learning (SEL) into teacher education can significantly enhance educators’ wellbeing, resilience, and effectiveness. However, the cultural specificity of such interventions, particularly in the Chinese educational context, requires...
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1405676/full |
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| author | Yunpeng Wu Liping Qin |
| author_facet | Yunpeng Wu Liping Qin |
| author_sort | Yunpeng Wu |
| collection | DOAJ |
| description | BackgroundIntegrating mindfulness practices and Social and Emotional Learning (SEL) into teacher education can significantly enhance educators’ wellbeing, resilience, and effectiveness. However, the cultural specificity of such interventions, particularly in the Chinese educational context, requires careful adaptation and examination.ObjectiveThis study aims to design, implement, and evaluate a culturally adapted MBSEL curriculum for Chinese pre-service teachers. It investigates the program’s effectiveness in improving mindfulness, self-compassion, and life satisfaction, contributing to the literature on integrating mindfulness and SEL in teacher education within a specific cultural setting.MethodsEmploying a quasi-experimental design, the study involved a sample of 41 Chinese pre-service teachers divided into an experimental group (n = 22) and a control group (n = 19). The MBSEL program’s impact on participants’ mindfulness, self-compassion, and life satisfaction was assessed using pre- and post-intervention measures.ResultsThe results of repeated measures analyses of variance indicated significant improvements in mindfulness, self-compassion, and life satisfaction among participants in the experimental group compared to the control group. These outcomes underscore the effectiveness of the culturally adapted MBSEL program in enhancing key aspects of pre-service teachers’ wellbeing and professional readiness.DiscussionThe study demonstrates that a culturally adapted MBSEL curriculum effectively enhances mindfulness, self-compassion, and life satisfaction among Chinese pre-service teachers. This emphasizes the necessity of cultural sensitivity in developing mindfulness and SEL interventions for teacher education. Moreover, the success of the MBSEL program suggests its potential for global integration, urging policymakers and educators to prioritize culturally tailored approaches to enhance teacher wellbeing and educational outcomes. |
| format | Article |
| id | doaj-art-417b4f9105074df4a93d4a326760bda8 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-417b4f9105074df4a93d4a326760bda82025-01-22T07:13:07ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-01-011610.3389/fpsyg.2025.14056761405676Enhancing wellbeing among pre-service teachers through a mindfulness-based social and emotional learning curriculum: a quasi-experimental study in ChinaYunpeng WuLiping QinBackgroundIntegrating mindfulness practices and Social and Emotional Learning (SEL) into teacher education can significantly enhance educators’ wellbeing, resilience, and effectiveness. However, the cultural specificity of such interventions, particularly in the Chinese educational context, requires careful adaptation and examination.ObjectiveThis study aims to design, implement, and evaluate a culturally adapted MBSEL curriculum for Chinese pre-service teachers. It investigates the program’s effectiveness in improving mindfulness, self-compassion, and life satisfaction, contributing to the literature on integrating mindfulness and SEL in teacher education within a specific cultural setting.MethodsEmploying a quasi-experimental design, the study involved a sample of 41 Chinese pre-service teachers divided into an experimental group (n = 22) and a control group (n = 19). The MBSEL program’s impact on participants’ mindfulness, self-compassion, and life satisfaction was assessed using pre- and post-intervention measures.ResultsThe results of repeated measures analyses of variance indicated significant improvements in mindfulness, self-compassion, and life satisfaction among participants in the experimental group compared to the control group. These outcomes underscore the effectiveness of the culturally adapted MBSEL program in enhancing key aspects of pre-service teachers’ wellbeing and professional readiness.DiscussionThe study demonstrates that a culturally adapted MBSEL curriculum effectively enhances mindfulness, self-compassion, and life satisfaction among Chinese pre-service teachers. This emphasizes the necessity of cultural sensitivity in developing mindfulness and SEL interventions for teacher education. Moreover, the success of the MBSEL program suggests its potential for global integration, urging policymakers and educators to prioritize culturally tailored approaches to enhance teacher wellbeing and educational outcomes.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1405676/fullcultural adaptationmindfulnesspre-service teachersocial and emotional learningteacher educationwellbeing |
| spellingShingle | Yunpeng Wu Liping Qin Enhancing wellbeing among pre-service teachers through a mindfulness-based social and emotional learning curriculum: a quasi-experimental study in China Frontiers in Psychology cultural adaptation mindfulness pre-service teacher social and emotional learning teacher education wellbeing |
| title | Enhancing wellbeing among pre-service teachers through a mindfulness-based social and emotional learning curriculum: a quasi-experimental study in China |
| title_full | Enhancing wellbeing among pre-service teachers through a mindfulness-based social and emotional learning curriculum: a quasi-experimental study in China |
| title_fullStr | Enhancing wellbeing among pre-service teachers through a mindfulness-based social and emotional learning curriculum: a quasi-experimental study in China |
| title_full_unstemmed | Enhancing wellbeing among pre-service teachers through a mindfulness-based social and emotional learning curriculum: a quasi-experimental study in China |
| title_short | Enhancing wellbeing among pre-service teachers through a mindfulness-based social and emotional learning curriculum: a quasi-experimental study in China |
| title_sort | enhancing wellbeing among pre service teachers through a mindfulness based social and emotional learning curriculum a quasi experimental study in china |
| topic | cultural adaptation mindfulness pre-service teacher social and emotional learning teacher education wellbeing |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1405676/full |
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