In UK and Europe more generally (Fisher, 2011) the attrition of teachers is a widespread problem. There are high levels of attrition during training, with at least 10% of those who embark on a training course (all routes in the UK) never becoming teachers (Kyriacou and Kunc, 2007). Workload and stress are cited as predominant causes of this issue for experienced teachers. Whilst it is less well researched, there is evidence to suggest that trainee teachers are not immune from the same factors effecting experienced teachers, with behaviour management, workload and lack of support been cited as the main causes of stress (Chaplain, 2008). There is anecdotal evidence to suggest that the demands of the dual identity of being a ‘student’ teacher and a ‘professional’ are further challenges for many, as well as the intensity of initial teacher education programmes.

Proponents of ‘positive psychology’ (Snyder and Lopez, 2005) have called for a movement away from a deficit, medical model of psychology and learning. Positive psychology emphasizes a proactive approach to learning and development, centred on the assets and abilities of the learner, rather than just focussing on learner problems and challenges. This paper considers a positive psychological theoretical approach in initial teacher education and in particular through a pilot programme of mindfulness for trainee teachers and qualified teachers. An intervention using mindfulness has been piloted in one of the institutions as a strategy for developing coping (Langer, 1998) in teachers.

Why mindfulness?

• Builds resilience to stress, strain and change
• Allows you to connect with and express your authentic self
• Modelling mindful responses to learners is very powerful
• Non-attached awareness is vital for being an effective reflective practitioner 
• Allows you to engage with the emergent, organic nature of teaching and learning
• Helps to negotiate frustration: frustration is the easiest negative emotion to slip into
• Helps to fully engage moments that you appreciate: appreciation is the easiest positive emotion to cultivate.

Langer (1998)

Research aims and key questions

The purpose of this study is to investigate the extent to which student teachers:

1. understand their health and well-being needs
2. prioritise their health & well-being during their teacher education;
3. to gain insight into the barriers or stressors that they experience during their training;
4. In addition, the researchers will seek to identify coping mechanisms and networks that student teachers identify as been central to the maintenance of their health and well-being;
5. To investigate the opportunities for professional development which addresses the needs of experienced and new teachers to the profession;
6. To explore a pilot intervention using mindfulness as a way for teachers to develop awareness of their breathing, body relaxation and routine patterns of thinking.

The principal paradigm underpinning this research is interpretivist, in the tradition of Connelly and Clandinin (1990). We are particularly interested in an authentic articulation of the lived experienced, as told by student teachers. Given that this research is located in two reputable providers of teacher education in England it is felt that the insights gained from this investigation will translate well within the country. Whilst there are different regulatory and cultural experiences of teacher education internationally, there are also opportunities to generalize these findings to other countries within the EU and further afield.

• Chaplain, R.P. (2008) Stress and psychological distress among trainee secondary teachers in England, Educational Psychology, Vol;. 28, No.2, pp.192-209 • Connelly, F.M. & Clandinin, D.J. (1990) Stories of Experience and Narrative Inquiry. Educational Researcher, Vol. 19, No. 5 (Jun. - Jul., 1990), pp. 2-14 • Fisher, M. H. (2011): Factors Influencing Stress, Burnout, and Retention of Secondary Teachers. Current Issues in Education, 14(1). • Kabat-Zinn, J. (2013) Full catastrophe living (revised edition): using the wisdom of your body and mind to face stress, pain, and illness. Bantam. • Kyriacou, C. & Kunc, R. (2007): Beginning teachers’ expectations of teaching. Teachers and Teaching • Langer E. (1998) The Power of Mindful Learning. Reading: Da Capo Books • Snyder, C.R. & Lopez, S.J. (2005) Handbook of Positive Psychology. Oxford: Oxford University Press • Strauss, A. & Corbin, J. (2nd edition) (1998) Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, Sage. • Tennant R, Hiller L, Fishwick R, Platt P, Joseph S, Weich S, Parkinson J, Secker J. & Stewart-Brown S. (2009) The Warwick-Edinburgh Mental Well-being Scale (WEMWBS): development and UK validation. Health a Biomed Central Health and Quality of Life Outcome, 2009;7(15). ISSN 1477-7525. http://www.hqlo.com/content/7/1/15 (WRAP) Accessed via http://www2.warwick.ac.uk/fac/med/research/platform/wemwbs/ (January 2017)