Psychological Impacts of a Teacher Mindfulness‐Based Program: Moderation by Changes in Neuroendocrine Stress Over Time

ABSTRACT This study extends previous research on a Mindfulness Based Program (MBP) for teachers by examining whether psychological impacts of MBP participation were moderated by changes in teachers' neuroendocrine stress across the program. Teachers ( n = 60, 54 women) were randomly assigned to MBP or waitlist control conditions and assessed at pre‐program, post‐program, and 3‐month follow‐up. The interaction of change in teachers' peak daily cortisol with MBP condition was tested predicting self‐reported mindfulness and occupational self‐compassion, occupational burnout, efficacy for teaching and regulating emotions in the classroom, and teacher satisfaction. Teachers randomized to MBP condition who showed greater decline in cortisol morning peak from pre‐post program also showed better self‐reported outcomes compared to teachers in the waitlist condition at both post‐program and follow‐up (interaction β 's = 0.31–0.47, p 's < 0.05). Findings suggest psychological benefits of teacher mindfulness training depend on how their stress physiology shifts over the course of such training.