24 Spirituality Studies 11-2 Fall 2025 self-compassion interventions among university students may be limited. Their findings indicate small or non-significant effects on positive and negative affect, particularly when compared to other active control interventions. Importantly, interventions delivered in face-to-face and group-based formats appeared to be more effective, potentially due to stronger support for the common humanity component of self-compassion. Studies involving teachers likewise demonstrated substantial benefits. Gibbons and Newberry (2023, 32), in a qualitative study, identified self-compassion as a key strategy for emotion regulation in teaching and argued for its explicit inclusion in both pre-service and in-service teacher training. In a randomized controlled trial, Matos et al. (2022, 22–28) evaluated the Compassionate Mind Training programme for teachers (CMT-T) and found that, compared to a waitlist control, it significantly enhanced self-compassion, compassion toward others, positive affect, and Heart Rate Variability (HRV), while reducing fears of compassion, anxiety, and depression. Importantly, these gains were sustained at a three-month follow-up, with particularly strong benefits observed among teachers with high baseline self-criticism. Maratos et al. (2024, 37063) also looked at the body’s physiological responses in teachers. They found that teachers with higher self-compassion and lower self-criticism exhibited healthier HRV, a marker of stress regulation, and reported lower levels of depersonalisation, one of the primary signs of burnout. The analyses suggested that these healthier bodily responses may help explain why self-compassion protects teachers working in stressful environments. Mindfulness-based interventions have also shown promising results in teacher populations (e.g., Flook et al. 2013; Roeser et al. 2013). In a randomized controlled trial, Roeser et al. (2013, 799) found that teachers who completed a mindfulness training programme reported greater mindfulness, improved attention and working memory, and increased occupational self-compassion. They also showed reductions in stress, burnout, anxiety, and depression compared to controls. Gains in mindfulness and self-compassion mediated many of these improvements. Another randomized controlled trial by Jennings et al. (2017, 12) evaluated the Cultivating Awareness and Resilience in Education (CARE) programme and demonstrated statistically significant positive effects on teachers’ adaptive emotion regulation, mindfulness, and psychological distress. In this study, a mindfulness-based intervention for teachers showed direct improvements in the observed quality of classroom interactions, highlighting its potential to influence not only teacher well-being but also the social-emotional climate of the classroom. Moreover, a systematic review by Emerson et al. (2017, 1145) suggested that mindfulness-based programmes hold particular promise for supporting teachers‘ well-being. The most consistent benefits were found for emotion regulation, an important process in managing occupational stress. Building on this international evidence, a recent study by Dvořáková et al. (2024) implemented a professional development programme for Czech primary school teachers that combined elements of the Cultivating Awareness and Resilience in Education (CARE) framework and the Mindful Self-Compassion (MSC) programme. The intervention was adapted to the Czech educational context and aimed to enhance teachers’ well-being, resilience, and classroom effectiveness. Compared to a control group, participants reported significant increases in self-efficacy and self-compassion, alongside reductions in depression, anxiety, and emotional exhaustion. These gains were maintained at follow-up, suggesting potential long-term benefits across the school year (8–9). The present pilot extends this line of research by offering a qualitative perspective, focusing on how future educators themselves encounter and interpret mindfulness and self-compassion during their training.
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