Examining K-12 Teachers’ Use and Perceptions of Mindfulness and Meditation

Abstract Teacher stress and burnout have increased over the past decade, leading to increased interest in mindfulness as a means to enhance teacher well-being. This study examines South Carolina K-12 teachers’ perceptions and practices of mindfulness and meditation. Survey responses from 450 teachers revealed high engagement with these practices, with participants reporting notable improvements in stress management and emotional health. The findings highlight mindfulness’s potential to support teacher well-being amid increasing challenges in the profession.