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Teachers’ mindfulness following a social, emotional and intercultural learning intervention as a support mechanism for dealing with emotional problems

A. Kozina,M. Rožman,Manja Veldin

Published 2025 in Teacher Development

ABSTRACT

ABSTRACT The challenges faced by teachers are adding to the frequency and intensity of their emotional problems. In this study, the authors argue not only that social, emotional and intercultural (SEI) learning interventions are associated with an increase in mindfulness and fewer teachers’ emotional problems, but also that the change in teachers’ mindfulness following an SEI learning intervention is associated with a change in reported teachers’ emotional problems. The study uses a randomised control group experimental design evaluating the HAND IN HAND intervention for teachers. This intervention focuses on teachers’ SEI competencies, self-awareness, self-management, social awareness, relationship skills, responsible decision-making and intercultural competencies, in a six-day intervention. In the study, a sample of teachers from Slovenia (N = 97; 85.9% female, Mage = 44.5 years) was used. The findings indicate the importance of mindful awareness when preventing emotional problems of teachers.

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