“One of the Most Precious Experiences I Have Had as a Teacher!” Embodied Mindfulness and Compassion Nurture Addiction-Preventive and Pro-Democratic Life Skills and Relationships Between Teachers and Students - A Phenomenological Exploration

Abstract

In this study, we present the results of a 48-hour mindfulness-based and compassion-based training for teachers (N = 59). This study included 3,250 students in two years. We strengthened the resources of teachers and students for health, especially for preventing addiction. The didactic approach was based on the concepts of embodiment and resonance. We first trained teachers and then encouraged them to teach students in the classroom. Qualitative data were collected on the presence of teachers, relationship building, teaching performance, and teaching content, as well as, on the effects on the students. The results of the qualitative evaluation suggest that potentially addiction-preventive qualities and life skills of the teachers, such as (self)compassion, self-regulation, and connectedness, were strengthened. After training, all teachers included mindfulness-based and compassion-based methods in their teaching. Feedback from the students indicated that these characteristics of the teachers had a life-skill-enhancing effect on the children. We discuss these results in the context of personality development, the prevention of addiction, and cultural changes for developing a healthier, more participatory, and democratic society.