Effects of mindfulness-based intervention on teachers’ work stress: A systematic review and meta-analysis of randomized controlled trials

Abstract

Background

In recent years, the increasing demand for educational innovation and quality has created multiple occupational stressors for teachers. Long-term exposure to these stressors increases the risk of burnout, which influences mental and public health. Although numerous studies have evaluated the effectiveness of stress reduction interventions for educators, a gap exists in evidence-based research on mindfulness-based interventions (MBIs), specifically targeting this professional group.

Objects

This study aims to evaluate the overall effects of MBIs on teachers’ work stress.

Methods

This systematic review and meta-analysis focused on randomized controlled trials (RCTs) to evaluate the effectiveness of MBIs in alleviating teachers’ work-related stress. Following the Preferred Reporting Items for Systematic Reviews and Meta-analyses 2020 guidelines, we searched five databases (PubMed, EMBASE, Cochrane, Web of Science, and PsycINFO) for relevant RCTs up to July 2025. We assessed the risk of bias using Cochrane RoB 2 tool.

Results

Pooled data from 13 trials (N = 2119) showed that, compared with the waitlist control group, perceived stress significantly decreased after intervention (standardized mean difference, SMD = −2.37, 95% CI = [−4.40, −0.35]. Additionally, mindfulness levels increased (SMD = 0.59, 95% CI = [0.39, 0.79], p < 0.001), and negative emotions decreased (SMD = −0.95, 95% CI = [−1.27, −0.62], p < 0.001). However, the presence of methodological and clinical heterogeneity requires a cautious interpretation of these results.

Conclusion

Findings suggest that MBIs serves as an effective tool for reducing general perceived stress and improving teacher well-being. Results also emphasize the need to design and conduct studies with long-term follow-up.