Mindfulness and Educators’ Mental Health and Well-Being: Outcomes of a Two-Year Study

Abstract This study examines long-term changes in educators’ mental health skills (mindfulness, self-compassion, and self-efficacy) and mental health outcomes (stress, anxiety, and depression) following participation in a mindfulness-based intervention implemented as part of a whole-school approach in compulsory schools. Educators from five schools participated in a non-randomized longitudinal study over two years and completed four self-report surveys. Findings suggest small to moderate improvements in educators’ self-compassion and sense of efficacy, sustained over the two-year period. Stress levels decreased during the first year but were only marginally significant after 24 months, while no long-term effects were observed for anxiety or depression. Although the study is limited by sample size, self-selection, and reliance on self-reported measures, the findings suggest that mindfulness-based interventions may support aspects of educators’ well-being and professional practice and highlight the need for further large-scale longitudinal research examining their long-term impact in educational settings.