Learning to Be with Oneself: Reflections on Mindfulness and Self-Compassion among Future Educators

This paper reports on a qualitative pilot study involving students preparing for careers in non-formal education (N = 15) who participated in a four-session intervention introducing mindfulness and self-compassion. The aim was to explore how future educators perceive the personal and pedagogical relevance of these practices, as well as the barriers they encounter. Focus group data were analysed thematically, revealing three themes: perceived personal benefits (greater everyday awareness, recognition of self-critical inner dialogue, valuing exposure to techniques); barriers to practice (personal, contextual, accessibility, and emotional resistance); and perceived pedagogical implications (age-appropriateness, potential classroom use, and teachers’ own engagement). The findings show that while some barriers are easily addressed through practical adjustments, sustaining engagement requires individualised approaches that respect personal preferences and readiness. Above all, the study highlights that emotional resistance is not peripheral but lies at the heart of what makes these practices both challenging and transformative.