Abstract
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.
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.
| Original language | English |
|---|---|
| Article number | 1345 |
| Journal | BMC Psychology |
| Volume | 13 |
| Issue number | 1 |
| Early online date | 9 Dec 2025 |
| DOIs | |
| Publication status | Published - 9 Dec 2025 |
Keywords
- Adult
- Cost-Benefit Analysis
- Education, Distance/economics
- Female
- Humans
- Internet
- Male
- Middle Aged
- Mindfulness/education
- Surveys and Questionnaires
- Teaching
- United Kingdom