Objectives Teachers' stress can affect their occupational health and negatively impact classroom climate and students' well-being. This study aims to evaluate the proximal and distal effects of a mindfulness-based program, specially developed to promote teachers' social-emotional competencies (SEC), across teachers, classroom climates, and students' outcomes. Methods The study followed a randomized trial design with two data collection points (pretest and posttest). Participants in the experimental group (EG) included 123 elementary school teachers, their 1503 students, and these students' parents (1494), while the control group (CG) comprised 105 elementary school teachers, their 947 students, and these students' parents (913). A mixed data collection strategy was used that included teachers' and students' (self-) report, observational ratings of teachers' classroom behaviors, and parents' reports on students. Results After the intervention, EG teachers, compared to CG teachers, reported a significant increase in mindfulness and emotional regulation competencies, self-efficacy, and well-being and a decrease in burnout symptoms. Similarly, a significant improvement was found in EG teachers' classroom behaviors related to students' engagement. Additionally, significant improvements were also found in EG students' perceptions of the quality of their teachers' involvement in classroom relationships, self-reported effect, and social competencies perceived by their parents. Conclusions These findings further the knowledge on the role played by mindfulness-based SEC interventions in reducing teachers' burnout symptoms and cultivating their SEC and well-being, in promoting a nurturing classroom climate and also in promoting the SEC and well-being of students. Supplementary Information The online version contains supplementary material available at 10.1007/s12671-021-01635-3.

中文翻译：

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基于正念的干预对教师的影响：对师生成果的研究。

目标教师的压力会影响他们的职业健康，并对课堂气氛和学生的健康造成负面影响。这项研究旨在评估以正念为基础的计划的近端和远端影响，该计划是专门为提高教师的社交情感能力（SEC）而开发的，适用于教师，课堂气氛和学生的学习成果。方法该研究遵循具有两个数据收集点（测试前和测试后）的随机试验设计。实验小组（EG）的参与者包括123名小学老师，他们的1503名学生和这些学生的父母（1494），而对照组（CG）包括105名小学老师，他们的947名学生和这些学生的父母（ 913）。使用了包括教师和学生在内的混合数据收集策略 （自我）报告，教师课堂行为的观察评分以及父母关于学生的报告。结果干预后，与CG教师相比，EG教师报告了正念和情绪调节能力，自我效能和幸福感显着提高，并且倦怠症状有所减轻。同样，发现EG教师在课堂教学中与学生参与度有关的行为有了显着改善。此外，EG学生对老师参与课堂关系的质量，自我报告的效果以及父母的社交能力的认识也得到了显着改善。结论这些发现进一步加深了对基于正念的SEC干预在减少教师学习方面的作用的认识 倦怠症状并培养他们的SEC和幸福感，从而促进教室环境的养育，并促进SEC和学生的幸福感。补充信息在线版本包含补充材料，网址为10.1007 / s12671-021-01635-3。