Contextual Factors and Their Impact on Mindfulness Interventions: Targeting Emotion Dysregulation in Early Childhood Teachers

Evaluating a self-compassion-based mindfulness intervention (CHIME; Cultivating Healthy Intentional Mindful Educators), we found that the intervention effect depended on individual baseline characteristics, such that early childhood teachers reporting the highest levels of job stress and lowest levels of mindfulness at baseline demonstrated the largest intervention effects on emotion dysregulation.