TY - JOUR

T1 - “I’m Not Sure I Can See Myself in This World”: Experience of Mindfulness Teacher Training among Trainees from Diverse Backgrounds

AU - Fontana, Victoria

AU - Crane, Rebecca

AU - Griffith, Gemma

PY - 2024/5/16

Y1 - 2024/5/16

N2 - ObjectivesThere is a growing recognition of the importance of Equality, Diversity and Inclusion (EDI) in mindfulness-based Teacher Training Programs (TTPs), given current imbalances in representation of teachers and trainers, and a recognised need to build awareness of personal and organisational biases. Little is known about how EDI issues may impact the experience of trainees on a TTP. This study aimed to explore underrepresented trainees’ experiences on a TTP, including what hindered or helped them access training or feel included, and their views on how best to foster EDI in TTPs.MethodSemi-structured qualitative interviews were conducted with seven current and graduate mindfulness teacher trainees from underrepresented groups. Their experiences of EDI throughout training were explored. Data was analyzed using inductive thematic analysis.ResultsKey findings were that feelings of inclusion were influenced by how represented and acknowledged trainees felt by their trainers and peers; feelings of safety influenced their choices around disclosure; a main access barrier was cost; and more explicit teaching about EDI in TTP curricula is needed. There was a need for wider access to entry trainings such as 8-week mindfulness-based programmes.ConclusionsThis study provides valuable insight into how underrepresented teacher trainees experience TTPs and highlights opportunities to better support mindfulness teacher trainees. TTPs need to integrate EDI awareness and understanding into their ethos and curriculum. Further research is needed to inform and develop approaches to further embed EDI in mindfulness-based program teaching and training.

AB - ObjectivesThere is a growing recognition of the importance of Equality, Diversity and Inclusion (EDI) in mindfulness-based Teacher Training Programs (TTPs), given current imbalances in representation of teachers and trainers, and a recognised need to build awareness of personal and organisational biases. Little is known about how EDI issues may impact the experience of trainees on a TTP. This study aimed to explore underrepresented trainees’ experiences on a TTP, including what hindered or helped them access training or feel included, and their views on how best to foster EDI in TTPs.MethodSemi-structured qualitative interviews were conducted with seven current and graduate mindfulness teacher trainees from underrepresented groups. Their experiences of EDI throughout training were explored. Data was analyzed using inductive thematic analysis.ResultsKey findings were that feelings of inclusion were influenced by how represented and acknowledged trainees felt by their trainers and peers; feelings of safety influenced their choices around disclosure; a main access barrier was cost; and more explicit teaching about EDI in TTP curricula is needed. There was a need for wider access to entry trainings such as 8-week mindfulness-based programmes.ConclusionsThis study provides valuable insight into how underrepresented teacher trainees experience TTPs and highlights opportunities to better support mindfulness teacher trainees. TTPs need to integrate EDI awareness and understanding into their ethos and curriculum. Further research is needed to inform and develop approaches to further embed EDI in mindfulness-based program teaching and training.

U2 - 10.1007/s12671-024-02370-1

DO - 10.1007/s12671-024-02370-1

M3 - Article

JO - Mindfulness

JF - Mindfulness

SN - 1868-8527

ER -