Mindfulness-Based Program for Educator Well-being

(CHIME Trial)

Overseen By Jaci Foged, MA

Age: Any Age

Sex: Any

Trial Phase: Academic

Sponsor: University of Nebraska Lincoln

Disqualifiers: Not working at participating center, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: Unknown

860 Participants Needed

Trial Summary

Will I have to stop taking my current medications?

The trial information does not specify whether you need to stop taking your current medications. It seems focused on mindfulness and well-being, so it's unlikely to require changes to your medication, but you should confirm with the study coordinators.

What data supports the effectiveness of the treatment Cultivating Healthy Intentional Mindful Educators (CHIME)?

Mindfulness-based programs, like CHIME, have shown promise in improving well-being and reducing stress among educators. Similar programs, such as the CARE for Teachers and other mindfulness-based interventions, have demonstrated significant improvements in teacher well-being, efficacy, and reduced burnout, suggesting that CHIME may offer similar benefits. ^{1 2 3 4 5}

Is the Mindfulness-Based Program for Educator Well-being safe for participants?

Mindfulness-based programs, like the ones studied for teachers, are generally considered safe and have been shown to reduce stress and improve well-being without significant negative effects. ^{1 6 7 8 9}

How is the CHIME treatment different from other treatments for educator well-being?

The CHIME treatment is unique because it specifically focuses on mindfulness-based practices tailored for educators, aiming to improve their well-being and reduce stress. Unlike other general mindfulness programs, CHIME is designed to address the specific challenges faced by teachers, making it a novel approach in the field of educator support. ^{3 10 11 12 13}

What is the purpose of this trial?

This study will test how well a mindfulness-based intervention called CHIME improves the emotional well-being of educators in Early Head Start and Head Start (EHS/HS) settings. The study also will examine if there are any benefits to young children's social emotional health as a result of the CHIME program. Researchers will compare educators who participate in CHIME to educators who are asked to participate at a later time to see if there are benefits to their emotional health and teaching practices.

Research Team

Holly Hatton-Bowers, PhD

Principal Investigator

University of Nebraska Lincoln

Eligibility Criteria

This trial is for Early Head Start/Head Start educators over 19, working more than 20 hours weekly, who can give informed consent and participate in English. It's also for parents and children under 6 in these programs, with consenting parents able to engage in study activities.

Inclusion Criteria

My child is under 6, can follow study activities in English or with help, and has consent from me.

Early Head Start and Head Start Educators: Provision of signed and dated informed consent form in Docusign, Currently employed as a lead or assistant educator for >20 hours per week in a participating Head Start or Early Head Start center, Stated intention to participate in the CHIME intervention, All genders; age 19 and older, Able to complete activities in English

I am a parent or guardian over 19, can sign consent, and can complete study activities.

Exclusion Criteria

I am an educator under 19 and don't work at a HS/EHS center.

I am under 19 and not a parent or guardian of a child in EHS/HS.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Intervention

Educators participate in the CHIME intervention, an 8-week mindfulness and self-compassion based program

8 weeks

Weekly sessions

Waitlist Control

Educators in the control group wait for 6 months before receiving the intervention, continuing with usual support

6 months

Follow-up

Participants are monitored for changes in self-compassion, emotional regulation, and other outcomes

3 months

Treatment Details

Interventions

• Cultivating Healthy Intentional Mindful Educators

Trial Overview The CHIME program aims to enhance educator well-being through mindfulness practices. The trial compares the emotional health and teaching effectiveness of those using CHIME now versus those starting later.

Participant Groups

Group I: Receives CHIME Experimental Treatment 1 Intervention

Half of the educators participating in the trial will be assigned to this condition. CHIME is an 8-week, mindfulness and self-compassion based intervention that teaches educators strategies to enhance socioemotional learning in the classroom. The primary endpoints are: educator mindfulness and self-compassion, educator emotional regulation, educator heart rate variability, educator wellbeing and socio-emotional learning, and educator responsiveness, support, and sensitivity in the classroom. The secondary endpoints are: child self-regulation and social skills and family-school relationships.

Group II: Wait-listed comparison Active Control 1 Intervention

Half of the HS/EHS educators will be assigned to a waitlisted control group. Specifically, these educators will be scheduled to receive the intervention after a 6-month waiting period. During the interim period, they will complete the same assessments as Arm 1, but will continue to receive 'business as usual' support and professional development through typical Head Start/EHS programming.

Who Is Running the Clinical Trial?

University of Nebraska Lincoln

Lead Sponsor

Trials

40

Recruited

13,200+

Department of Health and Human Services

Collaborator

Trials

240

Recruited

944,000+

Findings from Research

Mindfulness-based interventions (MBIs) have a medium treatment effect (g = .601) on reducing occupational stress among teachers, based on a synthesis of 29 studies involving 1,493 participants.

While MBIs showed positive effects on teacher outcomes, they had the smallest impact on classroom climate and instructional practices, indicating that more research is needed to understand their full effectiveness in educational settings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. Klingbeil, DA., Renshaw, TL.[2018]

The Mindfulness for Interdisciplinary Healthcare Professional (MIHP) program, an eight-week intervention involving meditation and yoga, was found to be feasible and acceptable for healthcare professionals, showing significant improvements in burnout, perceived stress, and activity impairment compared to a control group of 26 participants.

While MIHP improved mindfulness and reduced stress-related outcomes, it did not have a measurable impact on cognitive performance or work productivity, indicating that while mindfulness practices can help with emotional well-being, they may not directly enhance work efficiency.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Mindfulness training for healthcare professional students: A waitlist controlled pilot study on psychological and work-relevant outcomes. Braun, SE., Dow, A., Loughan, A., et al.[2020]

The CARE for Teachers program, a mindfulness-based professional development initiative, significantly improved teacher well-being, efficacy, burnout, and mindfulness in a randomized controlled trial with 50 participants compared to a waitlist control group.

Teachers found the CARE program to be feasible, acceptable, and effective, indicating its potential to support educators in challenging environments and enhance classroom learning experiences.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. Jennings, PA., Frank, JL., Snowberg, KE., et al.[2019]

A 4-day residential 'Mindful Practice' workshop for physicians significantly improved burnout symptoms, job satisfaction, and patient-centered compassionate care among 85 participants, with effect sizes ranging from 0.25 to 0.61.

The workshop also enhanced work engagement and well-being, indicating that intensive mindfulness training can positively impact clinician health and the quality of care provided, although future programs should place more emphasis on teamwork.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Effect of an Intensive Mindful Practice Workshop on Patient-Centered Compassionate Care, Clinician Well-Being, Work Engagement, and Teamwork. Epstein, RM., Marshall, F., Sanders, M., et al.[2022]

The Ohio State University Wexner Medical Center implemented a comprehensive, multiyear program starting in 2010 to reduce provider burnout and improve resilience, which included cultural change, mindfulness training, and wellness programs, resulting in improved patient satisfaction and reduced safety events.

Mindfulness training, particularly through the Mindfulness in Motion program and 'flipped classroom' approaches, significantly enhanced provider well-being, reduced emotional exhaustion, and increased resilience among staff, faculty, and residents.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Interventions to Reduce Burnout and Improve Resilience: Impact on a Health System's Outcomes. Moffatt-Bruce, SD., Nguyen, MC., Steinberg, B., et al.[2020]

A study involving 224 teachers from high-poverty areas in New York City showed that those who participated in the Cultivating Awareness and Resilience in Education (CARE) program experienced significant and sustained reductions in psychological distress and physical distress related to stress, nearly one year after the intervention.

Teachers in the CARE program also reported improved emotion regulation and mindfulness, indicating that mindfulness-based interventions can have lasting positive effects on teacher well-being and potentially enhance the quality of education.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being. Jennings, PA., Doyle, S., Oh, Y., et al.[2020]

In a study of 206 secondary school teachers, both instructor-led and self-taught mindfulness training (MT) improved well-being, but the instructor-led format was more effective in enhancing mindfulness, self-compassion, and reducing psychological distress.

The instructor-led MT also had a greater impact on reducing perceived stress, anxiety, depression, and burnout, suggesting that direct guidance may enhance the mechanisms of change more effectively than self-taught methods.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Teachers "Finding Peace in a Frantic World": An Experimental Study of Self-Taught and Instructor-Led Mindfulness Program Formats on Acceptability, Effectiveness, and Mechanisms. Montero-Marin, J., Taylor, L., Crane, C., et al.[2022]

A review of 48 studies on school-based mindfulness and yoga programs revealed that less than 10% clearly defined core program components, indicating a lack of rigorous implementation fidelity (FOI) assessment.

Fewer than 20% of the studies evaluated aspects of FOI beyond just participant dosage, highlighting the need for better measures to capture the effectiveness and consistency of these interventions in K-12 settings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Assessing Fidelity of Implementation (FOI) for School-Based Mindfulness and Yoga Interventions: A Systematic Review. Gould, LF., Dariotis, JK., Greenberg, MT., et al.[2023]

A brief mindfulness-based intervention (bMBI) consisting of four sessions over six hours effectively reduced self-reported stress, burnout, and depression among teachers, highlighting its potential as a practical solution for teacher well-being.

The study suggests that shorter, less intensive mindfulness interventions can be just as effective, if not more so, than longer programs, paving the way for more cost-effective and accessible mental health strategies in educational settings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A Brief Mindfulness-Based Intervention (bMBI) to Reduce Teacher Stress and Burnout. Taylor, SG., Roberts, AM., Zarrett, N.[2022]

The Mindfulness-Based Emotional Balance (MBEB) program showed promise for improving the well-being and teaching practices of early elementary teachers, with 58% reporting personal and professional benefits after participating in a 27.5-hour program.

Teachers demonstrated significant improvements in skills and mindsets, with effect sizes ranging from small to large (|d| = 0.30 to 0.83), indicating that mindfulness training can positively impact their occupational health and effectiveness in the classroom.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Results from a pre-post, uncontrolled pilot study of a mindfulness-based program for early elementary school teachers. Braun, SS., Roeser, RW., Mashburn, AJ.[2020]

An 8-week Mindfulness-Based Stress Reduction Program significantly improved mindfulness, self-compassion, and personal accomplishment among 236 K-12 educators, while also reducing feelings of isolation, anxiety, fatigue, and emotional exhaustion.

Long-term benefits included continued improvements in self-compassion and mindfulness, along with significant decreases in fatigue and sleep disturbances, highlighting the program's effectiveness in enhancing educator well-being.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Impact of Mindfulness Training on the Well-Being of Educators. Dave, DJ., McClure, LA., Rojas, SR., et al.[2020]

The eight-week Mindfulness-Based Health Program for Educators significantly reduced perceived stress and negative emotions in 88 female teachers, while improving their psychological well-being and resilience.

The program also positively influenced inflammatory markers, reducing levels of IL-6 and IL-8, and increasing IL-10 and IL-12p70, suggesting benefits for both mental health and immune function.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Fostering emotional self-regulation in female teachers at the public teaching network: A mindfulness-based intervention improving psychological measures and inflammatory biomarkers. Wilson, D., Rodrigues de Oliveira, D., Palace-Berl, F., et al.[2022]

Many mindfulness-based programs in K-12 schools, such as Inner Explorer and Mindful Schools, lack substantial research backing their effectiveness, despite being widely implemented.

The review highlights the need for more rigorous evaluations of these programs to assess their feasibility, acceptability, and overall impact on students' well-being, encouraging collaboration among researchers and educators.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES. Semple, RJ., Droutman, V., Reid, BA.[2019]

References

1. United States pubmed.ncbi.nlm.nih.gov

Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. [2018]

2. Scotland pubmed.ncbi.nlm.nih.gov

Mindfulness training for healthcare professional students: A waitlist controlled pilot study on psychological and work-relevant outcomes. [2020]

3. United States pubmed.ncbi.nlm.nih.gov

Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. [2019]

4. United States pubmed.ncbi.nlm.nih.gov

Effect of an Intensive Mindful Practice Workshop on Patient-Centered Compassionate Care, Clinician Well-Being, Work Engagement, and Teamwork. [2022]

5. United States pubmed.ncbi.nlm.nih.gov

Interventions to Reduce Burnout and Improve Resilience: Impact on a Health System's Outcomes. [2020]

6. United States pubmed.ncbi.nlm.nih.gov

Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being. [2020]

7. United States pubmed.ncbi.nlm.nih.gov

Teachers "Finding Peace in a Frantic World": An Experimental Study of Self-Taught and Instructor-Led Mindfulness Program Formats on Acceptability, Effectiveness, and Mechanisms. [2022]

8. United States pubmed.ncbi.nlm.nih.gov

Assessing Fidelity of Implementation (FOI) for School-Based Mindfulness and Yoga Interventions: A Systematic Review. [2023]

9. England pubmed.ncbi.nlm.nih.gov

A Brief Mindfulness-Based Intervention (bMBI) to Reduce Teacher Stress and Burnout. [2022]

10. England pubmed.ncbi.nlm.nih.gov

Results from a pre-post, uncontrolled pilot study of a mindfulness-based program for early elementary school teachers. [2020]

11. United States pubmed.ncbi.nlm.nih.gov

Impact of Mindfulness Training on the Well-Being of Educators. [2020]

12. United States pubmed.ncbi.nlm.nih.gov

Fostering emotional self-regulation in female teachers at the public teaching network: A mindfulness-based intervention improving psychological measures and inflammatory biomarkers. [2022]

13. United States pubmed.ncbi.nlm.nih.gov

MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES. [2019]