Mindfulness as an emotional well-being tool for early educators during the transition from undergraduate to first year teaching

The role of mindfulness in supporting the emotional well-being of early childhood educators, particularly during the transition from preservice to full-time teaching, can effectively reduce stress, improve emotional regulation, and promote resilience among teachers, especially in high-pressure environments. Mindfulness practices are shown to reduce emotional exhaustion and enhance teacher-student relationships, ultimately fostering a positive classroom climate. Incorporating mindfulness into teacher professional development and self-care routines can improve both emotional well-being and teaching efficacy. The findings from this single holistic case study explore the emotional well-being of five early childhood beginning teachers engaging with self-selected mindfulness practices for 8 weeks during the transition from pre-service to first-year teaching. The data analysis from this study reveals four major themes, reflecting how beginning teachers use mindfulness as an emotional well-being tool during the transition into the profession (e.g. physical activities and reflective practices for emotional well-being). Participants use mindfulness to pause, reflect, release, and reconnect with feelings of positive emotional well-being. The findings of this study provide preliminary insight regarding how to support mindfulness practices and emotional well-being for preservice and beginning teachers. Future research should explore the long-term effects of mindfulness interventions in diverse educational settings.