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American teachers report high levels of daily stress and leave the profession at alarming rates. Teacher stress, distress and burnout reflect a diminution in teacher well-being that has important consequences for teachers and students as well as the school context more broadly.
Supported by a Mind & Life Institute Varela Award, a grant from the Trust for the Meditation Process and funds from the Center for Healthy Minds and the UW–Madison School of Education, the Pre-Service Teachers Project examines whether a novel well-being training provided during undergraduate teacher education can build resiliency in pre-service teachers and whether cultivating resiliency improves classroom management behaviors known to predict student outcomes.
Center researchers plan to follow pre-service teachers longitudinally for three years post-graduation to assess if the training predicts well-being and persistence in teaching after matriculation to professional teaching.