After two years of the COVID-19 worldwide outburst, people have become adapted to live with the novel coronavirus under different countries’ policies, although there are still challenges and difficulties. Studies and systematic reviews, have shown a marked increase in stress and burnout involving anxiety and depression in school teachers ( García-Álvarez, Soler, & Achard-Braga, 2021 ), and online teaching has become one factor that decreases the well-being, positive emotions, and motivation of teachers ( Panadero et al., 2022 ). In particular, Brooks, Creely, and Laletas (2022) indicated that the pandemic evoked stress and further intensified the fear of unknown and intense emotions for teachers during their teaching experience. Essentially, teachers’ well-being was found to be associated with teaching effectiveness, student outcomes, school improvement, educational reforms, and psychological aspects, including emotions, satisfaction, resilience, flourishing, stress, and burnout ( Hascher & Waber, 2021 ). Among the above, positive emotion was found to increase cognitive function, which was crucial to effective teaching ( Albuquerque et al., 2011 ). However, teachers’ emotions received less attention than students’ emotions ( Panadero et al., 2022 ). In addition to the complex construct of teachers’ well-being, teachers’ emotional well-being could be emphasized. Specifically, emotional well-being, as one general component of subjective well-being defined by Veenhoven (1984) , consists of positive and negative effects ( Albuquerque et al., 2011 ). Positive affects (PA) reflect positive mood states in which persons experience enthusiastic, active, and alert moods, and conversely negative affects (NA) reflect aversive mood states in which persons experience distress and are unpleasurable, including anger, contempt, disgust, guilt, fear, and nervousness ( Albuquerque et al., 2011 ). Therefore, under the environmental effect of COVID-19, teachers’ emotional well-being could be improved for development and sustainability via interventions because of their reactivity and openness to regulation ( Talbot & Mercer, 2018 ).

Overall, teachers experience various emotions daily, and management and regulation are crucial for both their emotional well-being and professional performance ( Lee et al., 2016 ). It is important to provide coping strategies for teachers dealing with stress and negative emotions instead of avoidance coping ( Panadero et al., 2022 ). To promote emotional well-being for teachers, a variety of approaches and theories have been researched, such as positive psychology and cognitive-behavioral thinking. However, limited research on sustainability and long-term implementation has been presented, and there is a lack of experience and capacity to confront a crisis such as COVID-19 ( March et al., 2022 ; Sipeki et al., 2022 ). Previous studies found that mindfulness-based interventions (MBIs) could be applied to teachers due to their effectiveness with significant improvements in depressive symptoms ( Schroevers et al., 2016 ), and the mindfulness curriculum is acceptable and engaging in reducing stress and anxiety, which is generally suggested to be effective under COVID-19 for well-being in the workplace ( Strauss et al., 2021 ). Meanwhile, MBIs, as a relapse prevention program for anxiety and depression could provide skills for long-term well-being ( Segal et al., 2002 ). Concisely, the mindfulness concept refers to awareness and attention to the present, moment to moment without judgment developed by Jon Kabat-Zinn, which is widely applied to address various physical and psychological health issues ( Baer, 2003 ). In detail, MBIs provide emotion awareness enhancement by cultivating meta-awareness with emotional recognition and cognition ( Wielgosz et al., 2019 ). Promisingly, significant engagement rates indicating high accessibility in real-world settings prove its safety and reliability ( Tickell et al., 2019 ). While taking into account how emotional well-being could be pointed to be enhanced, MBIs seem to be insufficient. However, several studies have shown that MBIs seem to be effective in clinical and nonclinical conditions of distress and negative emotions ( Guendelman, Medeiros, & Rampes, 2017 ) as one emotion regulation strategy in reducing negative components of emotion. Relatively few MBI studies have been conducted on teachers’ well-being ( Hwang et al., 2017 ). Furthermore, Klingbeil and Renshaw (2018) conducted the first meta-analysis review that synthesized the effects of MBIs on teachers, in which the results showed small-to-medium effects on theorized mechanisms of mindfulness compared to the self-reported mechanisms. Simultaneously, there were other reviews revealed the rich description of MBIs with different definitions, characteristics, and components, and the variety became a concern ( Davidson & Kaszniak, 2015 ; Klingbeil & Renshaw, 2018 ; Hwang et al., 2017 ).

On the other hand, emotion could be regulated via all conscious and nonconscious strategies to increase, maintain or decrease one or more components of emotional responses ( Guendelman, Medeiros, & Rampes, 2017 ). Alternatively, Art therapy (AT), as a form of psychotherapy rooted in psychoanalysis using art expression, reflects individuals’ unconscious with the importance of showing one’s internal world ( Malchiodi, 2012 ). Originally, AT was based on the idea that art-making was a creative process with psychological theory and experience of the therapeutic relationship, which were applied to increase the quality of life in individuals, families, and communities ( American Art Therapy Association, 2018 ). AT is a creative art therapy that uses drawing, painting, collage, and sculpting to elicit processes of changing, developing, and accepting ( Schouten et al., 2014 ). Spontaneously, AT was brought to make unconscious content accessible with communication through art and symbolic expression ( Malchiodi, 2012 ). The findings of studies have demonstrated that AT could ease stress and burnout at work when facing daily challenges and crises ( Regev & Cohen-Yatziv, 2018 ). Moreover, AT was found to be effective in facilitating self-exploration and self-awareness ( Sherman, 1996 ). Although it was hard to examine the effectiveness of AT through randomized controlled trials in reducing anxiety symptoms ( Abbing et al., 2018 ). Communication via art mode could be less intimidating and contain intrinsic therapeutic properties ( Beerse et al., 2019 ). Moreover, AT combined with other interventions was suggested to be more effective than AT applied separately ( Schouten et al., 2014 ).

Thus, the current study assumed that emotional well-being could be affected by including both conscious and unconscious emotion regulation strategies. In combination with MBIs and AT, mindfulness-based art therapy (MBAT) was developed by Rappaport to integrate art expression into mindfulness skills training. MBAT as a group intervention was suggested to increase health-related quality of life as well as decrease psychological distress and medical symptoms. In particular, the group structure to enhance support was innovated for cancer patients ( Monti et al., 2006 ). Based on the theoretical framework of cultivating mindful awareness and presence through the expressive arts, the role of witnessing and immersion was highlighted in the moment of AT experience ( Rappaport, 2013 ). Witnessing as a process in reflection of being conscious of the present moment has been facilitated via arts becoming an effective way ( Rappaport, 2013 ), which could be applied under complexity. Fundamentally, MBAT as a multimodal intervention was developed to accelerate verbal and nonverbal expression ( Monti et al., 2006 ), and much of the research found this intervention available for individuals with physical illnesses ( Hinchey, 2018 ). Whereas, there is a lack of application and research on utilizing MBAT in nonclinical conditions, which may limit its extensive use and capacity. In the present study, the MBAT approach was modified and applied to a population with mild or even no physical or mental distress. In contrast to MBAT, in which art expression simply provides nonverbal expression, for the nonclinical adult population, verbal expression could amplify the strength of art intervention. Besides, the format of the modality could accumulate advantages. MBAT with a group format was designed to create a supportive and expressive environment facilitating internal connections within and among groups. Accordingly, the uncertainty could be undermined via a group program that emphasizes the power and essence of group processes with a supportive and normalizing environment ( Cormack et al., 2017 ). The perspective of mindfulness would help teachers with self-compassion in which empathy, assertiveness, and stress management could be strengthened in the group form. Additionally, the study indicated the same effectiveness as an individual program, in which mindfulness-based group intervention might be extraordinarily advantageous ( Cormack et al., 2017 ). Adherently, Group AT could help provide empathy from group members, develop interpersonal communication and socialization skills as well as personal insight, and identify problems by using art expression ( Sherman, 1996 ).

For teachers’ emotional well-being promotion, interventions should be applied specifically to cope with complicated and integrated factors. Presumably, a modified approach based on MBAT was hypothesized to effectively address these aspects as emotion regulation acting on PA and NA. Thus, the present study aims to propose an intervention of modified MBAT in which AT would be utilized not only as a way of expression but also as an intervention topic, and focuses on how it promotes teachers’ emotional well-being. The main environmental factors of the pandemic crisis led to disrupting teachers’ emotional well-being with challenges for individuals. Hypothetically, modified MBAT with improvement and upgrades would have intensified impact, which needs to be analyzed with feasibility and practicability.

This small case study was embedded in a group approach to inspect and discuss its efficacy and process for future implications. The study was conducted in the RF high school in Beijing, China. This middle and high school has approximately 1700 students from the year 7 to 12 and 293 teachers and staff.

To establish the mindfulness club, the psychology teacher (psychological teaching & research and counselling team leader) applied to the school union with descriptions. The composition of the current workshop with recruitment above 3 under 8 members, teachers and staff could sign up via the WeChat mini program (the union helped operate) or contact the psychology team. Participants were invited to take part in this workshop voluntarily once a week during a lunch break for 1 hour and 20 minutes 8 times during one semester. For each session, there would be two instructors guiding the team in preparing the materials and explaining the process. In addition, the procedures above would be repeated to apply and recruit for the mindfulness workshop in the second semester.

During the workshop, the process of each session was recorded with notes by one of the researchers. After the workshop, there would be face-to-face interviews separately within a short time and online questionnaires after one year for each participant. Obviously, permission was obtained from the participants. All notes, interviews, and questionnaires were transcribed, including verbal and nonverbal reactions and behaviors.

To assess and discover the efficacy and possibilities of the modified MBAT for high school teachers’ emotional well-being, components of stage evolution during sessions, interview feedback immediately after the workshop, and questionnaire feedback one year after the workshop were analyzed. Based on the theory of Gross in 1998, emotion regulation involves the process by which individuals influence what emotions they have when they have them and how they experience them. Specifically, the PA and NA aspects are ready to be changed by strategic interventions, including adapting events for increasing emotional well-being ( Talbot & Mercer, 2018 ). In addition, the PA would be increasing and maintaining contrast to NA would be reducing and accelerating the adaptation to it ( Talbot & Mercer, 2018 ). There were influences on PA and NA as stages evolved with modified MBAT contents and group setting facilitation derived from various components. The modified MBAT as one emotion regulation was hypothesized to be developed and improved for long-term emotional well-being promotion. In this section, attention is given to the impact of the workshop on PA and NA from different perspectives, attendance of sessions, long-term impact scaling, and improvement.

From the results, this study firstly innovates and assesses the modified MBAT, whose benefits and effectiveness are obvious for teachers promoting emotional well-being under COVID-19. Consistent with the goals and effects, significant improvements in emotional regulation had an impact on PA and NA. We found that aspects of the modified MBAT worked differently compared to the previous approach. There is a lack of studies on the mode of action of MBAT as well as its application in nonclinical settings. The innovation in the underlying mechanism of the current approach seemed to have a unique perspective as a breakthrough.

As introduced above, modified MBAT is supposed to differ from MBAT, which retained AT independently combining MBIs. AT interventions with activities that were applied as complementary roles magnified the effect in the present study. Astatically, AT did not have a systematic mechanism for practicality contrary to MBI. Hence, the underlying mechanism of the current modality would be generated by adding AT’s framework to MBIs’ mechanism. The model of mindfulness is broken down into simple constructs, and the core components embody the three axioms of 1) intention, 2) attention, and 3) attitude ( IAA, Shapiro et al., 2006 ). Along with the process, they are interwoven aspects that occur simultaneously in a cycle, which cannot separate. Shapiro et al. in 2006 proposed a theory of reperceiving as a meta-mechanism of action including self-regulation, value clarification, cognitive, emotional, and behavioral flexibility, and exposure. The reperceiving involves standing back and witnessing a significant shift in perspective ( Shapiro et al., 2006 ). Based on this model, AT was integrated to form consciousness in advance. Underlying, the process of the present workshop followed the mechanism of AT concluded perspectives from Margaret Naumburg and Edith Kramer as a symbolic form of self-expression through interpreting and analyzing the unconscious as well as facilitating the reconciliation of self-feeling and internal conflicts ( Judith Aron Rubin, 2016 ). During the workshop, AT assisted in bringing unconsciousness to consciousness and then processed with MBIs intentionally focusing on the contents as a moment-to-moment process. When art interventions provide the opportunity to unearth omitted issues, they start to lead the self “in” with realization. Then, MBIs continue perspective shifting, strengthening the “observing self” as standing “out”.

As illustrated (see Figure 3 ), the current workshop operated following this model to regulate emotions with effects on PA and NA. Parallel to the hypothesis raised by Guendelman et al. (2017) , the core mechanism underlying MBIs and mindfulness is emotion regulation changes. The present study found that this 16-week workshop was effective, especially in reducing stress (NA). Consistently, there was evidence proposed by previous research of moderated effects on stress reduction via MBIs ( Zhang et al., 2021 ). Specifically, a significant effect was found to be present in people at risk of living in stressful situations ( Zhang et al., 2021 ). The current results exhibited observation, awareness, nonjudgment of inner experience, and description during the process, which is aligned with emotion regulation composition under the mechanism of MBIs proposed by Hölzel et al. (2011) , providing a different approach to emotional reactions. In addition, Feng and Zhang 2020 suggested other perspectives on the mechanism of AT, validating our results in prolonging PA. Beauty and creation bring the positive, mindful creation process, and nonverbal format where the compositions assist people in maintaining PA. The art creation process of self-expression brought harmony and a sense of accomplishment, which could help individuals cope with negative emotions ( Feng & Zhang, 2020 ). The goal of the painting process without judgment is to stimulate the experience of being at present ( Feng & Zhang, 2020 ). Fundamentally, the nonverbal format is advantageous for observing and clarifying the inner experience of presenting psychological content and strengthening the emotional capacity ( Feng & Zhang, 2020 ).

Subsequently, changing the perspective on oneself composition under this mechanism indicated the effects on self-cognition, even though the available evidence was weak ( Hölzel et al., 2011 ; Zhang et al., 2021 ). In detail, mindfulness meditation separated the static self-cognition by enhancing awareness with increasing clarity, leading to an increasing sense of self ( Hölzel et al., 2011 ). Static self-cognition is considered to be the cause of psychological distress, which could be facilitated by developing meta-awareness as subjective experience and executive monitoring during the process ( Hölzel et al., 2011 ). The development of self-cognition fostered the autonomy, which is positively associated with adaptability in the classroom and learning environment ( Wilson et al., 2022 ). Moreover, the composition of presenting the whole self in painting comprehensively uses body, mind, and spirit for individuals to experience and think. The effect on self-cognition was confirmed by the mechanism of feeling complete autonomy and integrity, presenting subjectivity and self-ego intuitively ( Feng & Zhang, 2020 ). Meanwhile, self-esteem and self-awareness were found to be reinforced by AT-increased self-cognition ( Hu et al., 2021 ). Collectively, self-cognition was enhanced under this mechanism with increasing PA as well as easier adaptation to NA.

Besides, the present study suggested the improvement of social interaction, whereas the mediator was unclear about the existence of the group process’s effect. Previous systematic reviews supported the effects of MBIs on prosocial behavior across interpersonal contexts with improvements in individuals’ well-being and positive connections with others for social and ecological sustainability ( Zhang et al., 2021 ). Adherently, a study found that mindfulness helped increase social interaction in daily life ( Lindsay et al., 2019 ). Meanwhile, social phobia and social anxiety disorder were associated with emotion regulation, which could be decreased in mediating fear extinction under the mechanism of MBIs ( Hölzel et al., 2011 ), indirectly supporting the effects on social interaction. Compositions of symbolic expression and reconstruction as well as the “container” function of therapeutic relationships foster social skills. The presence of symbols and transitional spaces enhances the experience of freedom, ensuring security with fewer value constraints and defensive effects ( Feng & Zhang, 2020 ). Also, the dual process of internal self and external interpersonal relationship was established in a secure, equal, and intimate environment ( Feng & Zhang, 2020 ), which was vital for social interaction. Jointly, the mechanism of AT from various perspectives was consistent with the process and results of the present study.

Overall, the modified MBAT with an integrated mechanism from both MBIs and AT acts on the current workshop, which is applicable in the long term under a pandemic environment. The present mechanism was parallel to the prevention, mechanism, and rescue mechanisms in terms of specific operations proposed by Zhao et al. (2020) . When this workshop assisted participants in relieving stress, tension and anxiety, and improving their self-cognition and self-growth, the construction moved from an intervention mechanism to a prevention mechanism that is conducive for long-term operation. Furthermore, from the perspective of the advantages of using modified MBAT, it was used to open the inward exploration mode for school teachers and staff under the environmental crisis, activate the internal resources of individuals, reconstruct the “problem”, fully empower them, and improve their happiness. Additionally, from the individual to the system, modified MBAT could provide a mutually respectful, equal, and safe environment to establish therapeutic relationships. Such a positive and communicative environment can better stimulate teachers’ inner strength, cope with external difficulties, and build a sustainable campus ecology.

The present case study is a qualitative study built on the process and feedback of the workshop with a small number of participants and time intervals. Notably, there were some limitations of this study that might have impacted the reliability and rigorousness, which need to be modified for future research. First, all the feedback and statements about the workshop were subjective and would easily be affected by the atmosphere, causing response bias. The present study utilized self-report via interviews and questionnaires due to the importance of self-experience with changes in perspectives during MBIs. Promisingly, self-report studies have become significant in demonstrating the changes in processes with internal and external aspects of self-presentation ( Hölzel et al., 2011 ). However, self-reports could be biased by recall, estimation and other sources ( Davidson & Kaszniak, 2015 ). As participants are colleagues with one of the instructors, the dual relationships might lead to compromise of the professional process with the intangible stress. Teachers and administrative staff from different departments are less familiar, and interpersonal relationships are respectful and polite. Although the feedback interview was one-to-one, the response bias probably appears in which participants valued the efforts the instructor as the interviewer put into the workshop. On the other hand, the nonmandatory character created a flexible and optional schedule that undermined the sense of organization and discipline. Participants who dropped out might have evoked the instability of the group, causing other influences on other participants’ behavior. Consistently, group cohesion might be weakened and associated with workshop quality. Furthermore, the duration of the workshop spanned two semesters with a winter holiday for one month. This time interval without any session probably increases disacquaintance with the mindfulness skills and distance among group relationships. New participants who took part in the second semester possibly led to some insecurity and discomfort for other participants disclosing private affairs. The group presumably needs more procedure and time to rebuild the rapport in relationship and empathy.

For future implications, researchers could focus on how derived MBAT could promote well-being and sustainability for teachers across a wide range with efficiency. The combination of mindfulness and art could be an alternative intervention to decrease the impact of environmental factors on high school teachers. To assess the effectiveness, long-term quantitative research could be conducted with pre- and post-evaluations. In addition, other creative art therapies, such as dance or music therapies, could be combined with mindfulness to cope with the environmental crisis, which could be discussed in the future. Interestingly, the participants were all female, which could be discussed and explored as the reason why this intervention combination is more attractive to the females.

To conclude, the current study is informative about the modified MBAT for high school staff’s emotional well-being promotion in China. Based on the process and feedback, the effectiveness of the innovation in intervention has been identified. From other aspects, the contents in detail could be substituted as long as the mindfulness is embodied for the group. The findings of this study implied that the four stages of warm-up, development, enhancement, and completion allow group cohesion. The mechanism and innovation of the modified MBAT was derived to improve emotional well-being by regulating self-cognition and social interactions. Presumably, the personal growth could be evolved along with the mindfulness skills being strengthened. However, the small case study could not provide significant validity and applicability. With these limitations above, the future implications could be more diverse and dynamic for large-scale studies.

Conceptualization, Y.D., Z.J. and J.L.; methodology, Y.D.; validation, formal analysis, Y.D., Z.J. and J.L.; investigation, Y.D. and Z.J.; resources, Y.D. and J.L.; data curation, Z.J.; writing—original draft preparation, Y.D.; writing—review and editing, G.T. and Y.D.; supervision, G.T. All authors have read and agreed to the published version of the manuscript.

Ethical review and approval were waived for this study due to the unavailability of the Institutional Review Board (or Ethics Committee) at the affiliation of the second author who was responsible for data collection.

The audit (including president and school union) from the affiliation (The Branch School of the High School Affiliated to Remin University of China) of the second author who was responsible for data collection approved the research as Ethical review and approval granted.

Informed consent was obtained from the study participants.

The guidelines outlined in the Declaration of Helsinki were followed.

Informed consent was obtained from all subjects involved in the study.

The data presented in this study are available on request from the corresponding author.

We sincerely appreciate the valuable contribution of our teachers who joined in our workshop and RF high school providing this opportunity.

The Survey of Teachers’ Mental Well-being and Psychological Skills Training Needs.

Question 1. Grade/Department (Single Choice)

Question 2. Are you responsible for class management (grade teacher, class teacher, and deputy class teacher) (Single Choice):

Question 3. How much do you think you know about mental well-being? (Single Choice)

Question 4. How do you feel about your ability to consciously apply mental well-being knowledge and skills to solve problems in your work life? (Single Choice)

Question 5. How much time do you prefer for mental well-being education-related training per semester? (Single Choice)

Question 6. Your preferred format if you want to attend mental well-being education training (Single Choice)

Question 7. Of the following options, which mental well-being training are you most looking forward to participating in? (Multiple Choice)