This qualitative collective case study investigates elementary teachers’ experience with stress and the mechanisms of change related to developing resilience following a mindfulness-based intervention, Cultivating Awareness and Resilience in Education (CARE). Results suggest that the amount of stress teachers experience is less important than how they conceptualize their stress. Teachers who developed resilience exercised mindful awareness and nonreactivity coupled with a healthy distress tolerance and sense of efficacy. Other protective factors included community support, self-care, and sustained use of practices focused on emotion regulation. Combined, these capacities enabled teachers to respond more compassionately to their students. Implications for professional development that fosters teachers’ resilience are discussed.

中文翻译：

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压力与释放：基于正念的干预后教师韧性的案例研究

这个定性的集体案例研究调查了小学教师的压力经历以及与在基于正念的干预、培养教育意识和适应力 (CARE) 后发展适应力相关的变化机制。结果表明，教师所经历的压力量不如他们如何概念化压力重要。培养弹性的教师锻炼了正念意识和反应性，同时具有健康的痛苦承受能力和效能感。其他保护因素包​​括社区支持、自我保健和持续使用专注于情绪调节的做法。综合起来，这些能力使教师能够更富有同情心地回应学生。讨论了对促进教师适应能力的专业发展的影响。