The Impact of Teachers’ Contemplative Training on Classroom Discussions of Controversial Issues—a Cluster-Randomized Active-Control Trial

Objectives: Effective deliberation in society is important for democratic participation and for societal cohesion. Enabling youth to engage in classroom discussions on controversial issues is one important tool for promoting democratic values. However, teachers are often reluctant to engage their students in such discussions, and only a few interventions attempt to address this gap. This study suggests the integration of mindfulness as a key ingredient in such interventions. Methods: We examined the effects of a mindfulness-informed conflict transformation intervention on the approach of teachers and students toward engaging with discussions on controversial issues in the classroom, and on students’ experience in such discussions. Four Arab Israeli schools were cluster-randomized into experimental condition and active control condition. Teachers and students completed pre- and post-intervention self-report questionnaires related to motivation, conduct, and behavior during discussions on controversial issues. Interventions included teachers’ training and engagement in two discussions. Results: Teachers in the experimental condition (as opposed to those in the control group) showed significantly higher levels of mindfulness in conflict (manipulation check, p < 0.001; φ=1.00), motivation to engage students in discussions on controversial issues (p < 0.05; φ=0.36), and democratic conduct in such discussions (p < 0.05; φ=0.43). Students of teachers in the experimental group (versus control group) exhibited a more positive experience (p < 0.05, 95% CI 0.12, 0.89) and improved behavior (p < 0.05; φ=0.62) during discussions, and greater motivation to engage in future discussions (p < 0.001; 95% CI 0.31, 0.94). Conclusions: This research demonstrates that mindfulness-informed conflict transformation intervention can enhance the motivation, conduct, and behavior of both teachers and students when they engage in challenging classroom discussions on controversial issues. Preregistration: This study is not preregistered.