Abstract: Feasibility, Acceptability, and Preliminary Effectiveness of a Mindfulness-Based Critical Consciousness Training Program for Teachers (Society for Social Work and Research 30th Annual Conference Anniversary)

Schedule:

Friday, January 16, 2026

Marquis BR 9, ML 2 (Marriott Marquis Washington DC)

* noted as presenting author

Doris Chang, PhD, Associate Professor, New York University, NY

Fabienne Doucet, PhD, Associate Professor, New York University, New York, NY

Jennifer Whitney, MA, Graduate Student, New School University, New York, NY

Iris Yi Miao, PhD, Clinical Neuropsychologist, Cedar Sinai Medical Center, New York, NY

Nari Yoo, MA, Assistant Professor, University of Michigan-Ann Arbor, MI

Natalie Zwerger, JD, Executive Director, RE-Center Race & Equity in Education, Hartford, CT

Jonathan Kaplan, PhD, Psychologist, SoHo CBT + Mindfulness Center, New York, NY

Cathleen Antoine-Abiala, Co-Founder of Restorative Practice NYC, Restorative Practice NYC, New York, NY

Lindsay Romano, PhD Candidate, New York University, New York, NY

Lisa Flook, PhD, Associate Scientist, University of Wisconsin-Madison, Madison, WI

Background and Purpose: Racial disparities in education have driven efforts to train teachers in culturally sustaining pedagogies (CSPs), however, implementation is often hindered by bias, emotional reactivity, and avoidance. We present the development and pilot randomized controlled trial of Mindfulness-Based Critical Consciousness Training for Teachers (MBCC-T), which integrates mindfulness to address the cognitive, emotional, and interpersonal barriers to training in critical consciousness and CSPs.

Methods: Across two years, 104 K-5 teachers were randomized to MBCC-T or an active control: mindfulness training (MT) or critical consciousness training alone (CC, CCv2). Year 1 data (MT vs. CC) guided the development of MBCC-T. In Year 2, we evaluated the feasibility (completion rate, mindfulness practice), acceptability (affective attitude, perceived effectiveness, self-efficacy, intervention coherence) and preliminary effectiveness (multicultural teaching competence, implicit bias, mindfulness in teaching, self-compassion) of MBCC-T relative to controls.

Results: Completion rates were higher in MBCC-T (80.8%) compared to controls (47.8%- 60.9%). MBCC-T participants practiced mindfulness ~3 days/week (∼50 minutes), with strong acceptability ratings and 73.7% intending to continue meditation. Results showed greater improvements in multicultural teaching competence for MBCC-T, with a significant effect for the Knowledge subscale (B = 0.44, p < .05) and a trend for the total score (B = 0.36, p < .10). No other between-group differences were observed; however, teacher race and meditator status moderated the effects of MBCC-T on key outcomes.

Conclusions and Implications: Results provide promising evidence of the feasibility and acceptability of MBCC-T. Additional research is needed to fully evaluate its effects on teacher attitudes, skills, and behaviors.