Using a Contemplative Practice Intervention to Improve Educators’ Attitudes Toward Students With Emotional and Behavioral Disabilities

Educators working with students who exhibit challenging behaviors often experience high levels of stress and burnout. They may also struggle to maintain positive attitudes about this population, especially if they have had challenging experiences in the past. In this study, we examined the feasibility and preliminary impact of a contemplative practice intervention on educators’ flourishing and their attitudes toward students with emotional and behavioral disorders (EBDs). Quantitative and qualitative data were collected from a convenience sample of 61 graduate students enrolled in four education courses at a small U.S. mid-Atlantic University. We used a mixed-methods approach to examine the feasibility and preliminary impact of the intervention on educators’ attitudes toward EBD students and explored whether changes in the flourishing subdomains explained the effects of the intervention on educators’ attitudes. We also analyzed educators’ perceptions of the intervention. Implications for research and practice are discussed.