High levels of teacher stress have a negative impact on teacher performance, maintenance, and student outcomes. Given the escalation in teacher stress levels, it is important to decrease teacher stress to improve their wellbeing. One intervention that has received growing attention in reducing teacher stress is mindfulness training. However, few studies have focused on teachers implementing mindfulness-based interventions (MBIs) both with themselves and with school-age children within their classrooms. Additionally, few studies have examined the fidelity, feasibility, and social validity of teacher-implemented MBIs in a classroom setting. Through a single-case multiple baseline design across four teachers, the current study evaluated the effects of an MBI consisting of self-practice and classroom-based implementation on teacher stress and students’ classroom behavior. The study also explored implementation fidelity and whether cultural adaptations to this MBI were socially valid for teachers. Results indicated that the MBI seemed to decrease teacher stress for 2 of the 4 teachers and improved coping abilities for 2 of 4 teachers. In addition, the MBI had small yet desirable effects on students’ academic engagement, respectful behavior, and disruptive behavior in the classroom. Teacher reports suggest that MBI self-practice and classroom-based implementation were conducted with high fidelity and had strong socially validity. Results have practical implications for informing future research related to using MBI to reduce teacher stress and improve students’ classroom behavior
