Mindfully Teaching Mindfulness: A Conceptual Framework Based on the Compassionate Schools Project Teacher Experience

Objective: This study aimed to conceptualize teacher embodiment of mindfulness while teaching a mindfulness-based program at the elementary school level. It was predicated on the growing interest in such programs alongside the lack of easy-to-use standards and frameworks on mindfulness teacher competence in this setting. Method: Building upon the Teacher Mindfulness in the Classroom framework, this paper presents a theory-building exploratory case study based on interviews of 11 elementary school teachers delivering Flourish: the Compassionate Schools Project curriculum. Results: A conceptual framework, Mindfully Teaching Mindfulness—Elementary (MTM-E) is proposed and applied to two comparable classroom observations for illustration purposes. Conclusions: This framework may be helpful for designing effective professional learning opportunities, promoting personal and professional practices among instructors, and informing the development of observational tools for assessing how well teachers embody mindfulness while teaching mindfulness in elementary school settings.