Supporting early childhood teacher well-being through the practice of mindful self-compassion

Internationally, there are growing concerns about the work-related well-being of early childhood teachers. There is currently limited guidance around specific practices teachers can use to support their when challenges arise while teaching. Mindful self-compassion practice, which has elements mindfulness, common humanity, and self-kindness, been found have benefits for supporting holistic both ‘in moment’ in long term. This paper reports on a research project Aotearoa New Zealand used qualitative methodology mindful inquiry explore 12 teachers’ experiences practice self-compassion. Findings identified that being mindfully self-compassionate supported self-awareness; enabled recognition humanity; respond challenging moments with contributed well-being. These findings implications initial teacher education, those who work sector, leaders policy makers.