As teachers seek to educate and transform lives, often with limited resources and time, they can experience varying levels of stress and emotional exhaustion, particularly if effective emotion regulation strategies are not employed. The experience of teacher stress may be heightened in alternative schools that provide educational opportunities for students who present with complex needs and are ‘at-risk’ of withdrawing from the conventional school system. This case study explored the perceived outcomes of a 6-week school-based mindfulness program to manage stress and support the emotion regulation of four teachers at a metropolitan Australian alternative school. The study took a mixed-methods approach to data collection, which included self-report questionnaires, interview responses and journal reflections. A number of limitations, such as small sample size and lack of experimental design, had an impact on the generalisability of the study’s findings. However, a range of beneficial outcomes emerged in association with the mindfulness program, revealing that participants experienced increased levels of both mindfulness and emotion regulation ability, in conjunction with decreased stress and emotional exhaustion levels.

中文翻译：

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“创造空间”：对替代学校教师使用正念的研究

当教师寻求教育和改变生活时，往往资源和时间有限，他们可能会经历不同程度的压力和情绪衰竭，尤其是在没有采用有效的情绪调节策略的情况下。在为有复杂需求并“有退出传统学校系统的风险”的学生提供教育机会的替代学校中，教师压力的经历可能会加剧。本案例研究探讨了为期 6 周的基于学校的正念计划的感知结果，该计划旨在管理澳大利亚大都市另类学校的四名教师的压力并支持情绪调节。该研究采用混合方法收集数据，包括自我报告问卷、访谈回复和期刊反思。诸多限制，例如小样本量和缺乏实验设计，对研究结果的普遍性产生了影响。然而，与正念计划相关的一系列有益结果表明，参与者的正念和情绪调节能力水平提高，同时压力和情绪衰竭水平降低。