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This dissertation aimed to understand how teachers view and implement Mindfulness-Based Interventions (MBIs) in secondary schools in the UK. A diverse group of 6 secondary school teachers were interviewed using the MindUP program as a discussion prompt. The goal was to explore the challenges they face, their beliefs about mindfulness, and their preferences for support. The interviews, conducted via Zoom during school summer holidays, were recorded and transcribed for analysis. Reflexive Thematic Analysis (Braun et al., 2023) was applied using NVivo 12 software, allowing systematic organization, coding, and identification of recurring themes. Ethical considerations included safeguarding participant anonymity and providing support for potential distress. The study underwent ethical review at the University of Manchester. The findings revealed that while teachers are familiar with mindfulness and hold positive views, barriers like limited resources and pressure from school authorities hinder implementation. Through reflexive thematic analysis, three key themes were identified: Diverse Teacher Perspectives on Interventions, Existing Implementation Challenges, and Crafting Another Pathway for the Success of MBIs. These findings align with existing evidence and literature on mindfulness interventions in educational settings, corroborating the positive attitudes of teachers towards mindfulness practices. The identified challenges, such as resource constraints and time pressures, resonate with prior studies, emphasizing the recurring barriers faced in implementing new interventions. Additionally, the emphasis on personalized approaches and the pivotal role of school leadership in supporting mental health initiatives aligns with existing literature highlighting the significance of tailored strategies and administrative backing for successful intervention adoption in schools. The study contributes to the literature by providing nuanced insights into teachers' beliefs, self-efficacy, and the need for individualized support, further enriching the understanding of how mindfulness interventions can be effectively integrated into diverse educational contexts.

The real-world applications of this research extend to various stakeholders, including schools, educational practitioners, teachers, students, parents, and the broader public. Schools and educational practitioners can benefit by gaining insights into effective strategies for implementing mindfulness interventions, fostering a positive school climate, and addressing challenges related to time, resources, and individual needs. Teachers stand to benefit from increased support, a personalized approach, and improved self-efficacy, contributing to their well-being and professional development. Students may experience reduced stress and anxiety through well-implemented mindfulness programs. Parents can benefit from knowing that their children are in environments that prioritize holistic well-being. They are also seen as playing a crucial part of maintaining benefits of MBIs that happen in school. The general public can gain awareness of the importance of mindfulness in education, potentially influencing cultural perceptions and societal attitudes toward mental health support in schools. The impacts are educational, cultural, and societal, with the potential to inform policy, influence teaching practices, and contribute to a broader understanding of the role of mindfulness in education.