CARE for Teachers Mindfulness Program

Cultivating Awareness and Resilience in Education (CARE).

CARE, developed by Patrica Jennings, Christa Turksma, and Richard C. Brown with support from The Garrison Institute, is a unique professional development program that offers teachers and administrators tools and resources for reducing stress, preventing burnout, and enlivening teaching. By CARE-ing for our teachers, they are better able to help students thrive socially, emotionally, and academically.

Program Overview
  • Because of the generosity of Interact for Health, we are able to bring CARE to 7 area elementary schools for two academic school years. In addition to supporting the program during these two years, funding supported the training for three local CARE facilitators, which included attending a five-day training at the Garrison Institute and facilitator evaluations.
  • Helps teachers develop skills to manage all the demands of teaching and rediscover the joys of teaching.
  • Introduces basic mindfulness activities, such as short periods of silent reflection, and progresses to activities that demonstrate how to bring mindfulness to challenging situations.
  • Through these activities, teachers learn to bring greater calm, mindfulness, and awareness in the classroom to enhance their relationships with their students, their classroom management, and curricular implementation.
  • The success of our local CARE program is evaluated by Miami University’s Department of Psychology.
  • Prior to launching the program, teachers attend two full-day training sessions run by our licensed CARE facilitators.
  • During the mid-point of the school year, teachers attend one full-day training session run by our licensed CARE facilitators.
  • Facilitators go to each school once a month to check in with the CARE teachers to provide further guidance and feedback.
  • Teachers complete surveys prior to training, mid-year, and at the end of the semester.
  • Participation in the CARE program resulted in significant improvements in teacher well-being, efficacy, burnout/time-related stress, and mindfulness compared with controls.
  • Teachers view CARE as a feasible, acceptable, and effective method for reducing stress and improving performance.
  • CARE classrooms demonstrated higher degrees of productivity than did control classrooms.
    • Transforming the Heart of Teaching 

      Dr. Tish Jennings speaks about the importance of teachers investing in mindfulness practices to ensure their own well-being and the impact of such practices on both the classroom environment and student performance.

    • Why CARE for Teachers Matters

      Teachers and school administrators who attended one of the Garrison Institute’s CARE for Teachers retreat took some time to tell us why CARE matters so much in our schools right now.

    We are very excited to bring CARE for Teachers to the following schools:

    Bond Hill
    Fairfield Central Elementary School
    Highland Elementary
    Winton Woods Primary South
    Fayetteville-Perry Elementary
    Roll Hill Academy

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