Studies in the field of neuroscience have shed light on the tangible effects meditation can exert on the brain and even help with reducing chronic pain. From the first studies in Western scientific literature in the 1950s and 60s to the present, scientists have investigated meditation’s effects on the body and mind. Read More HERE

The crisis of children’s mental health and rising disparities in educational outcomes have become global concerns, particularly due to the surge in mental health challenges among children and youth attributed to the COVID-19 pandemic and other global events that have caused disruptions to student learning and social and emotional wellbeing. Alongside the declines in the well-being of children and youth have been concomitant challenges for the teaching profession leading to discernible increases in teacher stress and burnout, potentially causing teacher shortages worldwide.
In light of these concerning trends in the wellbeing of children and teachers, research examining the relationship between teacher and student well-being in the context of learning and teaching is profoundly needed not only to advance science and theory but to also to inform the design and implementation of programs and practices that allow for the creation of learning environments in which both teachers and students can thrive and flourish and reach their greatest potential.
In this extensive report, we present findings from two interrelated research studies that focused explicitly on exploring the relationship between teacher and student well-being in learning and teaching — a topic for which many questions remain. The aim of our research is to offer a deeper understanding of these relationships in order to provide valuable insights for educators, policymakers, and other stakeholders who share an investment in finding ways to improve educational experiences and opportunities for students both in the present and in the future.
Our report consists of two components:
1. Scoping literature review: In our scoping literature review, we aimed to
(1) synthesize existing research on the relationship of teacher well-being to student well-being and learning,
(2) examine how these constructs are defined and measured,
(3) assess when and where this research has taken place,
(4) compile empirical findings from existing studies, and
(5) pinpoint knowledge gaps for future research.

A scoping review was chosen as our methodology in order to give a comprehensive overview of research on this topic, identify key concepts, theories, and research gaps, and provide guidance for future work.
2. Interviews with educators and students: We conducted interviews with educators and students in four countries: Australia, Canada, Colombia, and India, and with educators in Qatar. These interviews in five countries, allowed us to obtain diverse perspectives on how educator well-being affects student well-being and learning and vice versa.
This research builds upon prior work conducted by Proeschold-Bell et al. (2021) who conducted a scoping review and case studies on teacher wellbeing in Cambodia, Kenya, and Qatar. Our aim was to expand upon their findings, considering the increased attention to the connection between teacher well-being and student outcomes, particularly in the wake of the COVID-19 pandemic.

Read more HERE