Being prepared for the intensity and complexities that educators face in their work means building strategies for managing well-being. This qualitative study explored educators’ conceptualizations about their well-being using an arts-based, community-based participatory research (AB-CBPR) methodology. After a brief mindfulness meditation and contemplation of prompting questions, educators were invited to participate in drawing and writing reflections. The artifacts were coded to determine themes. Themes suggested the importance of human connectedness and interconnection, self care and nurturance, the healing qualities of the natural word, and the recognition that institutions need to provide space and resources to support educator well-being. The mindfulness-based art-as-meditation process was itself a salutogenic process and provided a means for developing a deeper understanding of educator well-being through a community-based participatory research approach.
Arts-Based Research, Educator Well-Being, Meditation, Mindfulness
The research team acknowledges that this study was made possible through a University of Calgary Research Grant.
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Recommended APA Citation
Crowder, R., Lock, J., Hickey, E., McDermott, M., Simmons, M., Wilson, K., Leong, R., & De Silva, N. (2020). Art as Meditation: A Mindful Inquiry into Educator Well-Being. The Qualitative Report, 25(3), 876-890. Retrieved from https://nsuworks.nova.edu/tqr/vol25/iss3/20
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