ABSTRACT Evidence suggests that mindfulness-based interventions (MBIs) offer the potential for addressing a wide range of both teacher and pupil stressors, yet there is very little evidence in examining teacher’s perceptions of MBIs, as important stakeholders in this context. Semi-structured interviews were conducted with a total of 10 primary and secondary teachers from Northern England. The purpose was to explore perceived understanding, acceptability, and the potential barriers and facilitators for the implementation of MBIs in schools. Building on extant literature, the crucial yet often ignored role of social validity associated with programme implementation was also examined. Findings suggest teachers do not have a collective understanding of mindfulness. Implementation barriers were identified alongside suggestions for how these could potentially be overcome. Overall, teachers appeared positive and willing to deliver MBIs for the benefits of both teacher and pupil outcomes. A number of recommendations for the implementation of MBIs are presented alongside these findings.

中文翻译：

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学校中的正念：探索教师对正念干预的看法

摘要 有证据表明，基于正念的干预 (MBI) 提供了解决广泛的师生压力源的潜力，但很少有证据表明教师对 MBI 的看法，因为 MBI 在这种情况下是重要的利益相关者。对来自英格兰北部的 10 名中小学教师进行了半结构化访谈。目的是探索在学校实施 MBI 的感知理解、可接受性以及潜在障碍和促进因素。在现有文献的基础上，还研究了与项目实施相关的社会有效性的关键但经常被忽视的作用。调查结果表明，教师对正念没有集体理解。确定了实施障碍以及如何克服这些障碍的建议。总体而言，教师表现出积极并愿意提供 MBI 以实现教师和学生成果的利益。与这些调查结果一起提出了一些关于实施 MBI 的建议。