A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance

By Yoon-Suk Hwang, Brendan Bartlett, M. Greben, Kirstine Hand. 2017

262 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/99ec6367be66c763fc865e68b8361f5430c6ab3c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Phillipa McKeering
2. Robert M. Klassen
3. Yoon-Suk Hwang

In Developmental and Educational Psychology

1. Phillipa McKeering
2. Robert M. Klassen
3. Nancy E. Perry
4. Yoon-Suk Hwang
5. Ernesto Panadero
6. Charlotte Dignath
7. Roger Azevedo
8. M. Veenman

In Social Psychology

1. Nancy E. Perry
2. Phillipa McKeering
3. Lisa Bardach
4. Robert M. Klassen
5. Yoon-Suk Hwang
6. Rebecca J. Collie
7. Einar M. Skaalvik
8. H. Koomen

Citations in the corpus

• A Systematic Review of Mindfulness-Based School Interventions with Early Adolescents (2018, methodology): “Systematic reviews are instrumental in implementing EBP by providing a transparent research synthesis to education professionals to enable them to make informed judgements about educational programs (Hwang et al. 2017).”
• Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review (2021, background): “ness interventions increase teacher well-being (e.g., Emerson et al., 2017; Hwang et al., 2017; Iancu et al., 2018).”