Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


School of Education

First Advisor

Dane Joseph, Ph.D.

Second Advisor

Greg Aldred, Ed.D.

Third Advisor

Cassandra Kenney, Ed.D.


Educators face high levels of stress, occupational burnout, and anxiety (Kurtz, 2021). The COVID-19 pandemic further exasperated occupational stress to higher levels and the long-lasting impact of the pandemic are still unknown. The consequences of burnout are enormous and previous research suggests mindfulness is a promising intervention that has the potential to remediate this issue (Ott et al., 2020). This exploratory analysis examines the results of preexisting data gathered from over 400 Oregon educators who participated in a mindfulness-based intervention aimed to combat the exasperated stress experienced during the 2020-21 school year. Little research has analyzed the effects of an intervention involving stakeholders during the design and implementation phases. Results of the analysis reveal mindfulness, self-compassion, and resilience as themes surfaced through the self-reports of program participants. Additionally, statistically significant results were found using independent sample t-test for the pre and post-survey survey questions. This study adds to the existing research promoting mindfulness as a promising intervention to alleviate the negative impact of stress on workplace performance and wellbeing and offers compelling evidence to support integrating mindfulness practices into education. In conclusion, mindfulness has the potential to serve as an antidote for stress among educators and might have a positive ripple effect in reengaging the workforce. Education is difficult but we can teach skills to build resiliency and promote longevity within the field. Now is the time to reimagine education and change the narrative from education as being a stressful career path to one that is fulfilling, difficult, and worthwhile.

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