Thomas Rhett Murphrey, Melissa W Cater, Imani Jenee Carr, Georgianna Tuuri
The Eating and Food Literacy Behaviors Questionnaire Has the Capacity to Distinguish Between Food Literacy Scores of Students Enrolled in Senior-Level Nutrition Classes Compared With Those Students Registered in Other Academic Courses Attending a University in the Southeastern United States
Journal of the Academy of Nutrition and Dietetics
teacher stress alltime high negatively impacting quality education student outcomes recent years mindfulnessbased interventions shown promote wellbeing reduce stress among healthy adults particular mindfulnessbased interventions enhance emotion regulation reduce psychological distress one program specifically designed address teacher stress cultivating awareness resilience education care present study examined teachers selfreported data collected three time points two consecutive school years part randomized controlled trial care study involved 224 teachers 36 elementary schools high poverty areas new york city teachers randomly assigned within schools receive care waitlist control group study builds previous experimental evidence impacts care teacher selfreported outcomes sample teachers within one school year jennings et al 2017 results indicate third assessment point 95 months participating program care teachers showed continued significant decreases psychological distress reductions acherelated physical distress continued significant increases emotion regulation dimensions mindfulness findings indicate teachers participated mindfulnessbased professional development care reported sustained new benefits regarding wellbeing followup assessment almost oneyear postintervention compared teachers control condition implications research policy discussed