Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis

School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5– 18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered

‘Home Journeys: im/mobilities in young refugee and asylum seeking women’s negotiations of home’

Research with refugees and asylum seekers tends to be divided into research with adults or research with children under the age of 18. This is despite relational approaches to studying age that contest such dichotomous and fixed understandings of ‘life-stages’. This article seeks to provide an insight into the experiences of young women who in legal, policy and migration research terms are placed along the borders of this category divide. The article explores the experiences of young (16- to 25-year-old) refugee and asylum-seeking women in the UK and examines the role of im/mobility in their negotiations of home

Sufism

While the term\u201cSufism\u201d has long been used within the academic literature to define themystic dimension of Islam, later works have questioned the orientalizing tendencies ofsuch a definition and have shown the deep interconnectedness of the phenomenon withsocial and political change in modern times. After an overviewof the history of the termand how it has been employed in seminal sociological and anthropological scholarship,the entry illustrates how a new body of literature has explored the interconnectednessbetween Sufism and modernity from different perspectives. It mainly explains Sufism\u2019sresilience as a result of the flexibility of its foundational pedagogical and intersubjectivepatterns. Moreover, it highlights this particular tradition\u2019s capacity for recreatingconnectivity at a translocal level, as well as for offering replies to questions that, thoughframed partly in new ways, address long-standing human problems