<p>Background: Self-compassionate writing may offer a promising approach for integrating brief mental health interventions into the daily routines of student teachers. It may support them in them in recognizing, reevaluating and coping with their worries and fears. The current study: The aim of the current study was to assess the effectiveness of a 20-minute self-compassionate writing intervention. It was hypothesized that student teachers of the intervention group would report higher well-being, lower symptom distress, and a better mood compared to the participants in two control groups. Methods: Data were collected using an experimental design, with 241 student teachers randomly assigned to one of three groups: an experimental group and two control groups. Well-being, symptom distress, and negative mood were measured before and after the intervention through questionnaires. No manipulation check was included. The hypotheses were tested using mixed-design ANOVAs. Results: Results indicate that a 20-minute self-compassionate writing intervention was associated with small to medium short-term improvements in self-reported well-being and current mood. Conversely, the self-compassionate writing intervention did not show an association with changes in symptom distress. Discussion: When incorporated into regular routines, self-compassionate writing interventions may support well-being and current mood in student teachers and can be implemented in teacher education with minimal effort.</p>