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Objectives <p>This study examines the demographics of those who teach Mindfulness-Based Programs (MBPs) online, and their experiences of the online teaching process. Understanding these issues could inform strategies to widen access and enables understanding of the challenges and opportunities of teaching MBPs online versus in-person.</p> Methods <p>Data from 109 mindfulness MBP teachers were collected via a 50-question online survey, originating in the United Kingdom (UK). Responses were analysed using SPSS. Content Analysis was undertaken on the qualitative responses to identify key themes.</p> Results <p>Teachers articulated some challenges in teaching MBPs online such as embodying mindfulness and safeguarding participants. Teachers were mostly positive about online teaching&#xa0;for reasons such as wider accessibility. The survey also highlighted the lack of demographic diversity amongst the online mindfulness teaching community.</p> Conclusions <p>The field would benefit from further considering best practice concerning nuanced aspects of online MBP delivery, particularly around how embodiment is communicated and safeguarding participants. The challenges and opportunities identified in this study are likely to be applicable to other online learning and therapeutic environments. The apparent lack of diversity amongst MBP teachers could limit the potential for MBPs to impact broad sectors of societies, though it is unknown how representative the current sample is.</p>

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Teaching Mindfulness-Based Programs online: perceived costs and benefits

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月9日

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  • Alison M. Burton,
  • Rebecca S. Crane,
  • Gemma M. Griffith

摘要

Objectives

This study examines the demographics of those who teach Mindfulness-Based Programs (MBPs) online, and their experiences of the online teaching process. Understanding these issues could inform strategies to widen access and enables understanding of the challenges and opportunities of teaching MBPs online versus in-person.

Methods

Data from 109 mindfulness MBP teachers were collected via a 50-question online survey, originating in the United Kingdom (UK). Responses were analysed using SPSS. Content Analysis was undertaken on the qualitative responses to identify key themes.

Results

Teachers articulated some challenges in teaching MBPs online such as embodying mindfulness and safeguarding participants. Teachers were mostly positive about online teaching for reasons such as wider accessibility. The survey also highlighted the lack of demographic diversity amongst the online mindfulness teaching community.

Conclusions

The field would benefit from further considering best practice concerning nuanced aspects of online MBP delivery, particularly around how embodiment is communicated and safeguarding participants. The challenges and opportunities identified in this study are likely to be applicable to other online learning and therapeutic environments. The apparent lack of diversity amongst MBP teachers could limit the potential for MBPs to impact broad sectors of societies, though it is unknown how representative the current sample is.