In the moment: Does mindfulness hold the key to improving the resilience and wellbeing of pre-service teachers?

In the English academic year 2016-17, approximately 312 000 teacher days were lost due to mental ill health, at a cost of around £65 million. Stress amongst pre-service teachers is emerging as an important area of research with increasing concerns for those entering the profession. Mindfulness-based interventions (MBIs) are effective in reducing stress in multiple populations. This position piece synthesises current literature to discuss whether MBIs would be useful for stress reduction in pre-service teachers. In summary, evidence suggests that MBIs have potential to reduce stress in pre-service teachers and their inclusion should be considered in initial teacher education. •Pre-service teachers and teachers are susceptible to high levels of stress and anxiety.•312 000 teaching days lost annually in England through absence due to teacher stress costing approximately £65 million.•Substantial evidence suggests that MBIs reduce stress and anxiety.•Evidence suggests MBIs in pre-service teacher education programmes have the potential to reduce stress and anxiety.•There is currently a lack of high-quality evidence pertaining to this specific issue.