The development of emotion regulation competence for in-service teachers through mindfulness-based interventions: a literature review

This article advocates for a reconceptualization of teacher development - one that centers emotional competence as a personal and pedagogical imperative. While pedagogical strategies and curricular design are widely recognized as foundational in teacher preparation, considerably less emphasis is placed on cultivating the internal resources teachers require to navigate the emotional demands of the profession. Addressing this gap, the present literature review investigates the role of mindfulness-based interventions (MBIs) in supporting the development of emotion regulation among in-service teachers. Rather than framing emotion regulation solely as an individual tool for stress reduction or professional composure, this review explores it as a dynamic, relational, and evolving competency essential to the emotional ecology of teaching. The central aim is to synthesize and evaluate the empirical evidence on the impact of MBIs on teachers’ emotion regulation skills, illuminating both the psychological mechanisms involved and their potential implications for classroom practice. A comprehensive literature search across three electronic databases (Scopus, PsychInfo, and Web of Science) was conducted. To be included in the review, studies had to: 1) be published in English, 2) discuss interventions for in-service teachers, 3) assess aspects of the emotional regulation process, and 4) evaluate both proximal and distal effects of mindfulness-based practices. The search identified 14 studies that met the inclusion criteria. The analysis revealed a significant shift in how emotion regulation is conceptualized: from a private, internal coping strategy to a public, embodied pedagogical practice that actively shapes classroom environments, teacher-student dynamics, and the professional identities of educators. Drawing on interdisciplinary research from psychology, education, and affective neuroscience, this review synthesizes current findings on mindfulness-based interventions (MBIs) designed to enhance teachers’ emotion regulation capacities.