Mindfulness practice as a tool to improve the quality of life of early childhood educators and its consequences for students

Over the last 50 years, increasing numbers of children have been placed in nurseries and preschools from an early age, enhancing the role of teachers in child development. However, these professionals often experience high levels of stress and anxiety, which can impact their performance and well-being. Mindfulness practices have shown promise as tools to improve mental health in various populations. Objective: To carry out a systematic review on the effects of Mindfulness-Based Interventions (MBIs) on the well-being of teachers. To conduct a randomized clinical trial evaluating the effectiveness of a Mindfulness-Based Intervention in reducing stress and improving quality of life among 102 daycare teachers in Belo Horizonte, Brazil. Methods: The systematic search strategies were conducted according to the PRISMA protocol, using the appropriate descriptors in the Medline, Cochrane, Scopus and ERIC databases. Quality assessment was carried out using the ROB2 tool. The study was designed as a parallel (randomized, prospective, longitudinal), open-label, single-center study. Participants were randomized into an intervention group and a waitlist control group. In the second half of 2023, the intervention group participated in a 10-week online MBI aimed at improving stress levels, quality of life, and daily mindfulness practices. Results: The metaanalysis study showed a statistically significant reduction in stress and burnout in the teachers who took part in the MBI compared to the control group. Regarding the study, although the majority of participants recognized the relevance of the course to their professional roles, adherence was low, with only 5.8% of the intervention group completing the program. The primary barriers to participation included time constraints, family responsibilities, and difficulties accessing the online platform. Conclusion: For future similar work in the field of education to be more relevant and conclusive, it is essential that the partner nurseries become more involved, allowing exclusive time for the teacher to dedicate to the course during working hours. In addition, when choosing an online course, it is important to assess the preparation of these professionals in relation to the use of technological tools.