Post-pandemic Psychological Well-Being Among Teachers for Children with Development Disabilities: The Role of Mindfulness and Resilience

This study focuses on the relationships between mindfulness, resilience, and post-pandemic psychological well-being among teachers of children with developmental disabilities in mainland China. Questionnaires on mindfulness, resilience, and post-pandemic psychological well-being were administered to 339 teachers of children with developmental disabilities. The results showed that mindfulness and resilience negatively predicted post-pandemic psychological well-being, while mindfulness positively predicted resilience. In addition, mindfulness predicted post-pandemic psychological well-being through direct and indirect pathways, with resilience mediating the latter. This study pioneers investigating the impact of resilience on the relationships between mindfulness and post-pandemic psychological well-being among teachers of children with developmental disabilities in the context of mainland China. The findings offer valuable insights for improving the post-pandemic psychological well-being of teachers of children with developmental disabilities.