Mindfulness-based wellness education (MBWE) is an 8-week program teaching formal mindfulness practices as a foundation for cultivating an awareness of one’s health or ill-health in the physical, social, emotional, ecological, vocational, mental and spiritual domains of human existence. It is designed as a health promotion intervention for individuals who are at risk of developing stress related problems, such as is the case of human services professionals. This dissertation focuses on teachers-in-training. Two groups of teacher trainees completed MBWE as part of an elective course focusing on stress and burnout. In comparison to control participants, who completed other optional courses, MBWE participants experienced improvements in mindfulness, health, and teaching self-efficacy. In one group, the intervention was also effective in reducing psychological distress and augmenting satisfaction with life. Interviews with participants after graduation revealed that although they struggled with independent mindfulness practice, they benefited from their participation in the class, which led to specific health behavior changes such as increased physical activity. Some participants reported that they relied on their mindfulness practices in times of crisis; others shared the knowledge they learned with their students and observed that this was an effective and beneficial response to the needs of their classrooms. Ideas for future inquiries include the need to explore factors influencing participants’ responses to the MBWE program and how to support on-going practice.

Mindfulness-based wellness education (MBWE) is an 8-week program teaching formal mindfulness practices as a foundation for cultivating an awareness of one’s health or ill-health in the physical, social, emotional, ecological, vocational, mental and spiritual domains of human existence. It is designed as a health promotion intervention for individuals who are at risk of developing stress related problems, such as is the case of human services professionals. This dissertation focuses on teachers-in-training. Two groups of teacher trainees completed MBWE as part of an elective course focusing on stress and burnout. In comparison to control participants, who completed other optional courses, MBWE participants experienced improvements in mindfulness, health, and teaching self-efficacy. In one group, the intervention was also effective in reducing psychological distress and augmenting satisfaction with life. Interviews with participants after graduation revealed that although they struggled with independent mindfulness practice, they benefited from their participation in the class, which led to specific health behavior changes such as increased physical activity. Some participants reported that they relied on their mindfulness practices in times of crisis; others shared the knowledge they learned with their students and observed that this was an effective and beneficial response to the needs of their classrooms. Ideas for future inquiries include the need to explore factors influencing participants’ responses to the MBWE program and how to support on-going practice.