Effects of mindfulness-based stress reduction and an organizational health intervention on Dutch teachers' mental health.
Study Goal
The researchers aimed to test the effectiveness of mindfulness-based stress reduction (MBSR) alone and combined with an organizational health intervention on mindfulness and other mental health outcomes in teachers.
Results Summary
MBSR had positive short-term effects on mindfulness (total score, 'observing', and 'non-reactivity') and work engagement ('dedication'), with long-term benefits for mindfulness, sleep quality, negative emotions, and work-home interaction. However, no significant effects were found for work performance, personal competencies, or work-related perceptions.
Population
Teachers in Dutch secondary vocational schools
Effective Dosage
Not specified
Duration
Data collected before (T0), immediately after (T1), and at 3 (T2) and 9 months (T3) post-intervention
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
mindfulness-based stress reduction (MBSR) | increase | total mindfulness score | teachers | - | had positive short-term effects | #1 |
mindfulness-based stress reduction (MBSR) | increase | observing | teachers | - | had positive short-term effects | #2 |
mindfulness-based stress reduction (MBSR) | increase | non-reactivity | teachers | - | had positive short-term effects | #3 |
mindfulness-based stress reduction (MBSR) | increase | dedication | teachers | - | had positive short-term effects | #4 |
mindfulness-based stress reduction (MBSR) | increase | total mindfulness score | teachers | - | had long-term effects | #5 |
mindfulness-based stress reduction (MBSR) | increase | observing | teachers | - | had long-term effects | #6 |
mindfulness-based stress reduction (MBSR) | increase | non-reactivity | teachers | - | had long-term effects | #7 |
mindfulness-based stress reduction (MBSR) | increase | non-judging | teachers | - | had long-term effects | #8 |
mindfulness-based stress reduction (MBSR) | decrease | sleep quality complaints | teachers | - | had long-term effects | #9 |
mindfulness-based stress reduction (MBSR) | decrease | negative emotions | teachers | - | had long-term effects | #10 |
mindfulness-based stress reduction (MBSR) | decrease | negative work-home interaction | teachers | - | had long-term effects | #11 |
mindfulness-based stress reduction (MBSR) | decrease | organizational commitment | teachers | - | displayed a larger short- and long-term decrease | #12 |
mindfulness-based stress reduction (MBSR) | no change | work performance | teachers | no significant change | No significant differences were found | #13 |
mindfulness-based stress reduction (MBSR) | no change | personal competencies | teachers | no significant change | No significant differences were found | #14 |
mindfulness-based stress reduction (MBSR) | no change | work-related perceptions | teachers | no significant change | No significant differences were found | #15 |
mindfulness-based stress reduction (MBSR) | no change | job demands | teachers | - | did not perceive a decrease | #16 |
mindfulness-based stress reduction (MBSR) | increase | mindfulness | teachers | - | felt more mindful | #17 |
mindfulness-based stress reduction (MBSR) | decrease | organizational commitment | teachers | - | lowered | #18 |
mindfulness-based stress reduction (MBSR) | increase | mental health | teachers | - | improved | #19 |
mindfulness-based stress reduction (MBSR) | increase | dedication during work | teachers | - | increased | #20 |
organizational health intervention | no change | - | teachers | - | showed no effects | #21 |
This study aimed to test the effectiveness of mindfulness-based stress reduction (MBSR) combined with an organizational health intervention. A cluster randomized controlled trial was conducted in five Dutch secondary vocational schools. Teachers were assigned to Intervention Group 1 (IG1; MBSR) or 2 (IG2; MBSR and an organizational health intervention), or to the Waiting List Group. The primary outcome variable was mindfulness. Secondary outcomes included other mental health outcomes, work performance, personal competencies, and work-related perceptions. Data was collected before (T0), immediately after (T1), and three (T2) and nine months (T3) after the MBSR training and analyzed applying repeated measures between-subjects designs. As the additional intervention showed no effects, IG1 and IG2 were merged (IG). MBSR had positive short-term effects on the total mindfulness score, its dimensions 'observing' and 'non-reactivity', and the work engagement dimension 'dedication'. Long-term effects were found for the total mindfulness score, its dimensions 'observing', 'non-reactivity', and 'non-judging', sleep quality complaints, negative emotions, and negative work-home interaction. IG displayed a larger short- and long-term decrease in organizational commitment. No significant differences were found for work performance, personal competencies, and work-related perceptions. Although teachers did not perceive a decrease in job demands after the training, they felt more mindful and lowered their organizational commitment. Their mental health improved and their dedication during work increased. These findings may suggest that enhanced mindfulness enabled them to mentally disengage from work during their leisure time, which allowed them to experience fewer symptoms of psychological strain. The trail is registered with the Dutch Trial Register (www.trialregister.nl): NL5581 (July 2016).