Lower stress means better instruction

Education Week reported that a recent study from the University of Virginia Curry School of Education concludes that “mindfulness-based interventions and stress-reducing strategies can lead to improvements not only in teachers’ social and emotional well-being but also in instructional climate and student engagement.” The study “is based on a classroom model theory positing that teachers’ well-being promotes better teacher-student relationships, effective classroom management skills, and effective social-emotional learning.”