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Two exploratory studies evaluate the relative and interactive effects of mindfulness training (MT) and medication use on teacher reductions in depressive and anxious symptoms over time. Design/Approach/Methods: The analyses use data from two randomized, waitlist-controlled trials of an 8-week teacher MT program, with medication use and symptom assessments at baseline, post-program, and 3-month follow-up. Findings: MT significantly reduced depressive symptoms at post-program and follow-up beyond medication effects, with Study 2 showing a parallel pattern for anxiety. 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Roeser The Pennsylvania State University  \nECNU Review of Education 2025, Vol. 8(1) 228–253 © The Author(s) 2024 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311241265122](DOI: 10.1177/20965311241265122)[ ](DOI: 10.1177/20965311241265122)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: School teachers show higher levels of internalized distress compared to those in many other professions. In two exploratory studies, we examine the relative and interactive impacts of mindfulness training (MT) and medication use on reductions in depressive and anxious symptoms in teachers over time.  \nDesign/Approach/Methods: These questions are explored using data from two randomized, waitlist-controlled trials of an 8-week teacher MT program. Data on medication use for anxiety or depression were assessed at baseline and revealed that 20% of the study samples reported such use. In addition, symptoms of anxiety and depression were assessed at baseline, post-program, and 3-month follow-up.  \nFindings: Results showed that MT significantly reduced depressive symptoms at post-program and at 3-month follow-up even after accounting for medication use. A similar pattern was found for anxious symptoms in Study 2 (but not Study 1). Comparative effects analysis indicated that MT resulted  \nCorresponding author:  \nNatalia Van Doren, Department of Psychiatry and Behavioral Sciences, University of California, Nancy Friend Pritzker Psychiatry Building, 675 18th St, San Francisco, CA 94107, USA.  \n[Email: Natalia.vandoren@ucsf.edu](Email: Natalia.vandoren@ucsf.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nin stronger declines in depressive and anxious symptoms over time, while the effects of medication remained relatively stable.  \nOriginality/Value: Results suggest that MT is an effective tool for reducing internalized distress in public school teachers, adds benefits above and beyond the use of medication for such symptoms in this population, and may result in greater long-term symptom reduction.  \nKeywords  \nAnxiety, depression, medication, mindfulness training, randomized controlled trial, teachers Date received: 10 March 2023; revised: 8 August 2023, 27 October 2023; accepted: 2 January 2024  \nTeaching is a highly stressful profession (Jepson & Forrest, 2006), and teacher stress and burnout is an internationally recognized problem (Bermejo-Toro et al., 2015). In addition to higher levels of stress, burnout, and job turnover, teachers suffer from higher rates of internalizing (depressive and anxious) symptoms compared to those in other occupations (Stansfeld et al., 2011; Wulsin et al., 2014) and in the general population (Jones-Rincon & Howard, 2019). These problems have worsened among teachers during the course of the COVID-19 pandemic, with one study from early 2021 finding that 27% of teachers have experienced symptoms consistent with depression, while 37% have experienced symptoms consistent with generalized anxiety disorder (Steiner & Woo, 2021).  \nTo manage symptoms of internalized distress, teachers may turn to therapy or psychopharmacological treatments (Wulsin et al., 2014), drugs and alcohol (Richards, ","cbCaicoTwT9m6nhF","https://ap.wps.com/l/cbCaicoTwT9m6nhF","pdf",843430,26,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Teacher stress and internalizing symptoms\n## Motivation for mindfulness training\n## Research aim\n# Internalized distress among school teachers","[{\"question\":\"What is the purpose of the studies described in the abstract?\",\"answer\":\"The studies examine how mindfulness training and medication use relate to changes in teachers’ depressive and anxious internalizing symptoms over time, including whether MT adds benefits beyond medication.\"},{\"question\":\"How were mindfulness training and medication use evaluated in the trials?\",\"answer\":\"Data come from two randomized, waitlist-controlled trials of an 8-week teacher MT program. Medication use was assessed at baseline, and anxiety/depression symptoms were measured at baseline, post-program, and 3-month follow-up.\"},{\"question\":\"What were the main findings about depressive and anxious symptoms?\",\"answer\":\"MT significantly reduced depressive symptoms at post-program and at 3-month follow-up even after accounting for medication use. For anxious symptoms, a similar pattern appeared in Study 2 but not Study 1.\"}]","Exploring the Relative Impacts of Mindfulness Meditation and Medication Use on Changes in Teachers’ Internalizing Symptoms Over Time | PDF",1792029999,66]