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<p>This study examined the efficacy of a combined mindfulness and social–emotional learning (SEL) intervention in reducing negative emotional states and improving perceptions of teacher–student relationships among novice teachers. A quasi-experimental, pretest–posttest–follow-up design with a control group was used. The sample included 30 elementary school teachers (15 males, 15 females) from Sanandaj, Iran, during the (Antony <CitationRef CitationID="CR2">2023</CitationRef>)–2024 academic year. Participants were recruited through purposive sampling based on predefined inclusion and exclusion criteria and were randomly assigned to either the experimental or control group (<i>n</i> = 15 per group). The experimental group attended seven weekly 90-minute sessions of combined mindfulness and SEL training. Outcome measures included the Depression Anxiety Stress Scale–21 (DASS-21) and the Student–Teacher Relationship Scale–Short Form (STRS-SF), administered at pretest, posttest, and one-month follow-up. Data were analyzed using repeated measures multivariate analysis of variance (RM-MANOVA) in SPSS version 26. Results indicated that the intervention significantly reduced depression, anxiety, and stress levels and improved teachers’ perceptions of teacher–student relationship quality, with effects largely sustained at follow-up. These findings suggest that combined mindfulness and SEL programs may serve as effective strategies for alleviating emotional distress and promoting positive teacher–student interactions, which highlights the critical role of school-based practitioners in supporting teachers’ emotional functioning and fostering constructive classroom relationships.</p>

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The Effectiveness of a Combined Intervention of Mindfulness and Social-Emotional Learning on Negative Emotional States and Teacher–Student Relationships in Novice Teachers

  • 期刊论文

  • 发表日期：

    2026年5月9日

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  • Khabat Ahmadi,
  • Mohammad Rostami

摘要

This study examined the efficacy of a combined mindfulness and social–emotional learning (SEL) intervention in reducing negative emotional states and improving perceptions of teacher–student relationships among novice teachers. A quasi-experimental, pretest–posttest–follow-up design with a control group was used. The sample included 30 elementary school teachers (15 males, 15 females) from Sanandaj, Iran, during the (Antony 2023)–2024 academic year. Participants were recruited through purposive sampling based on predefined inclusion and exclusion criteria and were randomly assigned to either the experimental or control group (n = 15 per group). The experimental group attended seven weekly 90-minute sessions of combined mindfulness and SEL training. Outcome measures included the Depression Anxiety Stress Scale–21 (DASS-21) and the Student–Teacher Relationship Scale–Short Form (STRS-SF), administered at pretest, posttest, and one-month follow-up. Data were analyzed using repeated measures multivariate analysis of variance (RM-MANOVA) in SPSS version 26. Results indicated that the intervention significantly reduced depression, anxiety, and stress levels and improved teachers’ perceptions of teacher–student relationship quality, with effects largely sustained at follow-up. These findings suggest that combined mindfulness and SEL programs may serve as effective strategies for alleviating emotional distress and promoting positive teacher–student interactions, which highlights the critical role of school-based practitioners in supporting teachers’ emotional functioning and fostering constructive classroom relationships.