An evaluation of two programs showed that they had the potential to improve self-efficacy and reduce anxiety in staff and students, explains Frances Maratos.
An evaluation of two programs showed that they had the potential to improve self-efficacy and reduce anxiety in staff and students, explains Frances Maratos.
Francis Maratos
Professor of Psychology and Affective Sciences, University of Derby
June 17, 2024, 5:00
Improving the wellbeing of students and teachers is a huge challenge for many schools. The long shadow of COVID-19, exam pressures and exposure to harmful material on social media are leading to increased rates of mental health problems and suicide among younger generations and increasing teacher burnout. Identifying affordable and accessible interventions is essential.
This is why the University of Derby has developed and rigorously evaluated its ‘Compassion in Education’ program offering.
Our approach is based on the science of compassion. Originally a form of psychotherapy, helping patients with a variety of mental health problems develop caring, supportive and skillful responses to their own and others' suffering, this approach is now seen as a proactive approach to promoting overall well-being. Mature and expanded.
Researchers around the world are using the science of compassion to promote ideas about compassionate workplaces and institutions and encourage compassionate approaches to the global existential crisis.
We have incorporated much of this work into compassionate heart training for teachers and students. Of course, tailored to suit a variety of ages and situations, these two courses aim to help participants learn about how their own brains work, how to manage their emotions and, crucially, how to identify and respond to pain and suffering for the wider community in which they exist. Help. This applies to your own experiences as well as other people's experiences.
The standard length of the course is six modules, or lessons, and homework helps embed shared practices. So far we have been able to train more than 600 teachers and 300 students.
The results of teacher CPD are now widely published, showing many beneficial effects on psychological health, physiological health and work-life balance.
The first academic study of student intervention with a cohort of seventh graders was published earlier this year. Mindfulness. Studies have shown that this course is effective in relieving anxiety and stress in students.
Young people we worked with and later interviewed often commented on how much the methods we introduced helped them manage difficult emotions when they arose.
Similar results were found in a classroom experiment underway in Wales. For example, one elementary school student said: “It changed me as a person. “I used to get angry, but now I can calm down.”
The homeroom teacher's response is equally powerful. They noted that the classes not only helped increase students' comfort and confidence, but also improved the class culture and environment.
This exemplifies what one participant in the original trial said: “I felt more welcome in class. I was more accepted by the students in my class.”
To me, this is one of the real ‘added values’ of a compassion-centered approach to training the mind. This not only helps individuals nurture their own mental wellbeing, but also changes the way they perceive and interact with others, enabling everyone to thrive.
This is essential for raising well-rounded future generations who are actively pro-social and emotionally understanding of the needs of others.
Our challenge now is to grow and expand these efforts. School timetables are tight and teachers struggle to set aside the time they need to focus on their own wellbeing, as well as emotional skills training for students, such as compassionate heart training. But what harm is it to everyone's health?
Change requires strong leadership at schools, local authorities and central government level. This requires a cultural emphasis on the holistic development and wellbeing of young people and the wellbeing of their teachers.
More schools and associations are beginning to recognize the tremendous value that compassionate heart training can bring, and I will continue to advocate for its need.
Our staff CPD and student teaching outcomes clearly demonstrate the power of compassion in action.