Objectives <p>Compassionate mind training (CMT) is a burgeoning non-clinical well-being intervention, demonstrating moderate-to-large effects on health and well-being. However, less well researched are the barriers to engaging in CMT. This is important when considering the opt-in nature of continued professional development (CPD) and sustained engagement or otherwise.</p> Method <p>Four focus groups were conducted with 20 (3 male) consenting participants, recruited from school staff of four schools who had undertaken the six-module CMT as part of their school’s mandatory CPD provision. Reflexive thematic analysis was used to analyse the focus group data, informed by the research question: “What are the barriers to accepting and engaging in CMT as continuous professional development?”.</p> Results <p>Four themes were identified. Beliefs and preconceptions about compassion and CPD; diversity of perspectives about science, evolution and practical programme content; evaluation of programme requirements, demands, and benefits; and emotional challenges and boundaries. Participants came with preconceptions about CPD and mindfulness/compassion, which influenced attitudes towards initial engagement. A key barrier here was the juxtaposition between compassion toward others and permission for self-compassion. Sustained engagement related to perceived costs and benefits of the programme in terms of time, learning, application, and emotional experience or vulnerability. A positive finding was the realisation that small behavioural changes can result in substantial benefits.</p> Conclusions <p>Findings can be used to tailor CMT interventions to ensure greater opt-in and sustained engagement. This is important in circumventing a “Matthew effect” in education — that those who could benefit most from compassion and/or mindfulness well-being CPDs are least likely to enroll.</p> Preregistration <p>This study was not preregistered.</p>