Adapting Mindfulness and Compassion as Pro-Environmental Practices: A Thematic Analysis of Mindfulness Teachers' Beliefs and Experiences

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However, current applications in sustainability and environmental psychology need guidance on adapting these practices to target pro-environmental behaviour. The primary objective of this study was to understand professionals’ perspectives on the potential adaptation of mindfulness and compassion into environmental psycho-educational practices. Method: Ten semi-structured interviews with mindfulness teachers were conducted and analysed utilising Reflexive Thematic Analysis. Findings: Four highly interconnected dominant themes illustrated: how environmental citizenship can be fostered through mindfulness and compassion (1), how embracing our roots supports cultivating a deeper connection with nature (3), how mindfulness and compassion can nurture emotional strength for climate resilience (3), and how the transformative power of mindfulness and compassion practices through nature integration show potential to bring about positive environmental behaviour change (4). Conclusions : The findings yield implications for promoting personal and planetary health through nature-engaged mindfulness-based practices, and propose an opportunity to develop future interventions. mindfulness compassion pro-environmental behaviour Introduction The world is facing unprecedented environmental challenges, requiring individuals and organisations to embrace a more environmentally friendly lifestyle (CCC, 2024). Interventions targeting pro-environmental behaviour (PEB) in individuals and small communities are increasingly prominent. For example, research has shown that personalised travel plans were found effective in promoting more eco-friendly modes of transportation (Ahmed et al., 2020 ). There is increased recognition that PEB interventions are more effective if they employ more holistic methods beyond information (Böhme et al., 2022 ; Ives et al., 2018 ). Accordingly, engagement in contemplative practices like mindfulness has been proposed to support individuals’ PEB (Thiermann & Sheate, 2020 ). Guided by eco-psychological theory (Roszak, 1992 ) and a relational approach paradigm (Böhme et al., 2022 ), the current study aimed to gauge mindfulness teachers’ beliefs and experiences on conceptualising mindfulness- and compassion-based experiences to nurture PEB. By interviewing experienced mindfulness teachers who are also active in the area of sustainability, the research seeks to establish guidelines for novice teachers and those keen to embed environmental practices within mindfulness and other interventions, such as eco-spirituality programmes. The following section focuses on the importance of inner qualities for sustainability and approaches to foster PEB. PEB refers to the behaviour that avoids harming the natural environment or that contributes to its protection (Steg & Vlek, 2009 ). Such behaviour includes conservation, conscious consumption of natural materials and food (e.g., bamboo over plastic), and environmental citizenship (Markle, 2013 ). Sustainability initiatives that target environmental action could be enhanced by embedding inner dimensions like personal values or positive feelings toward nature (Wamsler, 2019 ). These inner dimensions have been recognised in early psychology theories for PEB, which posit that personal characteristics like values and norms are essential to nudge and motivate individuals to act sustainably towards the environment (e.g., Fishbein & Ajzen, 1975; Hines et al., 1987 ; Stern et al., 1999 ; see Steg & Nordlund, 2019 ). Indeed, studies like Goh et al. ( 2017 ), who applied and extended the theory of planned behaviour (Fishbein & Ajzen, 1975) to identify predictors of PEB within Australian national parks visitors recognised subjective norms as the strongest predictor of environmentally friendly behavioural compliance (e.g., bin usage) (see also Esfandiar et al., 2022). When people genuinely care about nature and feel a deep emotional connection to the earth, they are more likely to engage in sustainable behaviours out of genuine concern, rather than out of obligation or external pressures (Richter & Hunecke, 2022 ). Hence, a relational approach may be effective in nurturing environmentally sustainable behaviour (see Böhme et al., 2022 for a comprehensive discussion). A relational approach involves a more holistic understanding of the world as a living system, where humans and nature are interconnected (also see Capra, 1997 ; Raskin et al., 2002 ). Relating to nature on a more personal level could inspire a more reciprocal relationship and environmental values. Such an approach grounds within indigenous knowledge and deep ecology, which infer a yarning relationship with nature, such as recognising the value of the bond between plants and human health, with a tradition of conservation (Raskin et al., 2002 ). Accordingly, the current study was guided by an eco-psychology paradigm. Eco-psychology theory suggests an interconnectedness and interdependence of all life forms (Roszak, 1992 ), and focuses on understanding and nurturing such relationships. Within this eco-psychology theory, ecological consciousness refers to an awareness of our place within the natural world, promoting a more interconnected sense of self with the natural world (Sharma & Bansal, 2013 ). Roszak ( 1992 ) explained that humans possess an innate affinity for nature, which if nurtured, generates a therapeutic effect (also see Hansen et al., 2017 ; Franco et al., 2017 ). Eco-psychology recognises complex interactions and feedback loops that characterise ecosystems and human-nature relationships. Thus, it is essential to understand how to cultivate ecological consciousness. Approaches to cultivate ecological consciousness involve contemplative practices. In the following section, a comprehensive analysis of existing research on mindfulness and compassion-based contemplative practices is presented. Mindfulness has been defined as non-judgemental awareness of the present moment (Bishop et al., 2004 ; Kabat-Zinn, 1982 ; 2013 ) and has been well-evidenced to support concentration, induce relaxation and improve overall wellbeing and mental health (Chiesa et al., 2011 ). Mindfulness can be cultivated through formal (i.e., several forms of meditation; Goyal et al., 2014 ) and informal practices (being mindful outside of meditation while undertaking daily activities such as eating or walking; Mantzios & Giannou, 2018 ). Research reports beneficial effects of both types of practices. For example, the body scan meditation (where individuals mentally scan their body) was found to improve attention, self-regulation and reduce stress and rumination (e.g., Gan et al., 2022 ). Informal practices like mindful colouring were also reported to reduce anxiety in healthy adults (Mantzios & Giannou, 2018 ). In addition to improving individuals’ wellbeing, some research prompts the potential for environmental benefits. Indeed, as mindfulness evidence builds and its popularity grows, practitioners teach mindfulness in more specific applied contexts, such as those related to sustainability, like eco-therapy or climate activism (i.e., Plum Village, 2023). Literature reviews by Ericson and colleagues ( 2014 ) and Geiger et al. ( 2019 ) found that mindfulness can promote sustainable behaviour through well-being, positive values, empathy, and compassion. For example, both breathing meditation and mindful learning can enhance nature interconnectedness (Unsworth et al., 2016 ; Wang et al., 2017 ). When undergraduate students participated in a 3-day nature trip and were randomly assigned to either a meditation condition or a non-meditation condition, practising mindful breathing in the morning positively influenced individuals’ mental models for behaviours in nature, self-nature categorisation, and self-nature associations (Unsworth et al., 2016 ). In addition, they were more likely to present elements of nature when asked to recall the experience. Broadly, available studies consistently point toward the potential of mindfulness to foster PEB (Brundiers & Wiek, 2017 ; Lumber et al., 2017 ; Thiermann & Sheate, 2022 ; Wamsler et al., 2018 ). Accordingly, it is important to unpick the processes in which mindfulness nurtures PEB by exploring existing practices that embed or target sustainability. Thiermann and Sheate ( 2020 ) conducted a qualitative study with thirteen experienced meditators to understand the mechanisms through which mindfulness generates PEB. They found that mindfulness fosters environmental consciousness through increased self-awareness of own impact on nature. Participants explained that informal mindfulness integrated within daily life activities led to deeper consideration of own behaviour and created a sense of responsibility for becoming more environmentally sustainable. These changes occurred organically within a year of practice. The study findings demonstrate the importance of gathering qualitative insight into how mindfulness can generate PEB. Furthermore, Deringer and colleagues ( 2020 ) provided mixed method insight into how mindfulness can lead to ecological behaviour through connecting with nature. Quantitative analysis found that after practicing mindfulness outdoors in the morning during a 3-day camp, participants felt more connected to nature and more willing to partake in ecological behaviour. Qualitative findings revealed that mindfulness created an optimum space and time to connect with nature through disengagement from automatic thoughts and greater distribution of attention; a well-reported effect within attention restoration focused research (see Stevenson et al., 2018 for a review). Moreover, mindfulness enhanced connection through reflection upon human-nature interconnectedness, facilitated by the inclusion of nature elements within contemplations. This new way of connecting with nature led to a greater sense of care towards the environment. The findings showcase the importance of an affective element for mindfulness-based interventions (MBIs) aimed to support PEB. Nevertheless, a question arises about whether adaptations of mindfulness to specifically target PEB are necessary in achieving the benefits on a reduced timeline. Other research points toward the importance of kindness and compassion (Ericson et al., 2014 ) for fostering PEB. Kindness is a behaviour characterised by concern for others, generosity and consideration, without expecting anything in return (Gilbert et al., 2019 ). Compassion involves awareness of someone's suffering, being moved by it, and feeling motivated or acting to alleviate suffering (Strauss et al., 2016 ). The terms are often used interchangeably as pro-social words (Hofmann et al., 2011 ), and a systematic review and meta-analysis exploring the effects of kindness and compassion-based meditation found that the practices improve quality of life (Gu et al., 2022). For example, studies have reported positive effects such as increased relationship satisfaction, positive affect, engagement in the community, and even reduced subjective distress and benefits for immunity (e.g., Curry et al., 2018 ; Gilbert et al., 2019 ). Kindness and compassion-based MBIs promote wellbeing, and Wallach et al. ( 2018 ) proposed that such MBIs could be an avenue to reorient individuals in more ethically expansive directions towards environmental values. Mindfulness teachers that focus specifically on environmental values could provide valuable input on how to foster kindness and compassion for the environment to support the development of environmental values through contemplative practices. Overall, the use of secular mindfulness and compassion practices in the context of sustainability is a growing, but still an under-researched area. Whilst evidence showcase the importance of connection with nature and highlights promising positive effects of mindfulness and compassion on pro-environmental behaviour (Brundiers & Wiek, 2017 ; Lumber et al., 2017 ; Thiermann & Sheate, 2022 ; Wamsler et al., 2018 ), arguments posit for practice adaptation (Djernis et al., 2021 ) and alignment with theory (Curry et al., 2018 ) to maximise the benefits of practices. This type of adaptation was previously observed to be effective, such as for targeting specific cognitive and behaviour change to enhance face recognition (Giannou et al., 2021) and weight loss (Mantzios & Wilson, 2014 ). Accordingly, a more systematic way to conceptualise practices is needed to promote PEB through contemplative practices. Through this approach, mindfulness, kindness and compassion can support a state of mind whereas individuals are more receptive to consider wider planetary health. Therefore, the present enquiry sought to understand how practices can support personal and planetary health, how interaction with nature can facilitate this process, and how mindfulness and compassion practices could be adapted to support pro-environmental behaviour. To satisfy such inquiry, the primary objective of this manuscript was to understand and collate mindfulness teachers’ beliefs on conceptualising the environment within mindfulness and compassion practices. Experts can provide systematic knowledge to inform MBIs practice design and implementation, so more broadly offer valuable insights on how to incorporate nature into contemplative science and practices. Collecting rich, descriptive data from expert mindfulness teachers through interviews was crucial for this inquiry. Method Participants Ten participants (7 females and 3 males, see Table 1 for further demographic characteristics) were recruited through opportunity sampling through the researchers’ social and professional networks. Given that mindfulness is not legally regulated and titles such as mindfulness teacher are not protected, experts were considered those who practised and taught mindfulness with an embedded element of sustainability; topics included, but were not limited to, eco-anxiety, climate change, environmental connectedness and conservation/preservation. Table 1 Participant demographic information Pseudonym Gender Country of residence Main Occupation Years of teaching Hannah Female Netherlands Mindfulness teacher 2 Lu Female France Mindfulness teacher 10 Karra Female UK Mindfulness teacher 30+ Jake Male UK Eco-therapist 30+ Sam Male UK Psychologist 30+ Leo Male Romania Holistic Practitioner 5 Mary Female US Nature guide 20 Kim Female UK Mindfulness teacher 15 Rose Female UK Mindfulness teacher 10 Ana Female UK Eco-psychologist 7 Semi-structured interviews The semi-structured interviews explored participants’ experiences of practicing and teaching mindfulness, and their beliefs about important considerations for the adaptation of practices to support PEB. The interview schedule included twenty-four main questions and was developed based on research around mindfulness practices conceptualisation, such as adopting open monitoring practices (Lymeus et al., 2018 ) and using metaphors (Corazon et al., 2011 ) (i.e., ‘ What is your opinion about the use of metaphors in mindfulness guidance? ’). In addition, the interview questions included the perceived role of factors known to contribute to pro-environmental behaviour, such as connectedness to nature (Barbaro & Picket, 2015; Richter & Hunecke, 2022 ) (i.e., ‘ How would you encourage connection with the environment in a mindfulness practice? ’), compassion for the environment (Pisters et al., 2019) (i.e., ‘ What is the role of compassion in encouraging environment sustainable behaviour? How might this compassion specifically influence pro-environmental actions?’ ), the benefits of PEB on mental health (Corral Verdugo, 2012 ), and environmental self-efficacy (Moeller & Stahlmann, 2019 ) (i.e., ‘ How important do you think it is to feel capable of taking meaningful action? How does this sense of ability influence your willingness to follow through with the action?’) (full transcript available upon request). The first author interviewed all participants through video call. Remote data collection allowed to access a hard-to-reach demographic beyond the local community. The interviews lasted between 45 minutes − 1 hour ( M = 54 minutes). Participants were assigned pseudonyms, participated voluntarily and were able to withdraw at any point. Analysis Interview recordings were transcribed verbatim (Poland, 1995 ) using Microsoft Teams and manual corrections. Then, transcripts were analysed using a deductive reflexive thematic analysis approach, following procedural steps by Braun and Clarke ( 2006 ; 2022 ), which allowed for in-depth analysis of participants’ perceptions and suggestions. Thematic analysis was used as a contextualist method, characterised by critical realism (Willig, 2013 ). A contextualist method was used as practising and teaching mindfulness is context-dependent, therefore reflexive thematic analysis acknowledged that participants’ narratives may be influenced by their own experience with mindfulness, as well as their training and professional context; indicating that meanings and experiences are socially produced and reproduced rather than inherent (Burr, 1995 ). The data wereusing an inductive approach by the first author to generate initial key themes. These were discussed by the research team and once agreed, codes within the broader psychological theory. Reflexivity has been particularly important throughout the process as the first author is a mindfulness teacher; it was crucial to reflect on how their own experience and training informed the interpretation of the results. Themes were created and agreed by the authors. Ethical approval was obtained by the Business, Law and Social Sciences Ethics Committee at xxxxxxx University (xxxxxxx /#11132 /sub2 /R(A) /2023 /Jan /BLSS FAEC). Results The ten adults interviewed for this research varied in their professional backgrounds and approaches (see Table 1 ). Despite their differences in work contexts, practice and teaching of mindfulness, common patterns of thought were identified. Four interconnected dominant themes were identified, illustrating how mindfulness and compassion support and can be adapted as psycho-educational experiences for PEB. The four themes were as follows: (1) Fostering environmental citizenship through mindfulness and compassion, (2) Nature’s feedback loop: The Interplay of Mindfulness, Compassion and connectedness to nature for pro-environmental behaviour, (3) Nurturing Emotional Strength: Mindfulness and Compassion for Climate Resilience, and (4) Earthly Tranquillity: The Transformative Power of Mindfulness and Compassion Practices. Theme 1 Facilitating environmental citizenship through mindfulness and compassion The interviewees argued that mindfulness and compassion facilitate the conditions for individuals to become more aware of their place within the natural world. Moreover, mindfulness, compassion and connection were unpicked to motivate a series of positive attitudes, values and behaviours classified as environmental citizenship. Experiencing the benefits of nature, individuals can nurture a reciprocal relationship, one whereas like in human interrelationships, individuals are motivated to take meaningful action to preventing the creation of new environmental issues and solving the contemporary environmental challenges, whereas a healthier relationship is prioritised. Many participants said that mindfulness supports individuals to take wiser decisions as citizens. Sam explained that their practice motivated them to take more environmentally friendly personal decisions: “ personally through for example you know turning off the top of you know running water tap that perhaps doesn’t need to run or in how much energy we are using... ” (Sam) They also emphasised that mindfulness and awareness of larger systems prompt individuals to act as agents of change in the public sphere: “ To take steps in the direction of applying pressure to those organisations and systems which are actively promoting the ongoing use of fossil fuels, for example, or the loss of biodiversity.. .” (Sam) At the same time, it was highlighted that individuals must be empowered through mindfulness and compassion practices to take wiser, pro-environmental actions. A common aspect found in interviews was the importance of environmental self-efficacy to motivate PEB. Environmental self-efficacy was defined as “ the ability to implement and promote environmental protection ” (Chen & Hsieh, 2023 ). Environmental self-efficacy was argued to be cultivated through learning about nature, learning about the benefits of nature, and learning about ways to protect nature. Educational prompts were stated as a good avenue: “ I think that people need to be empowered with the knowledge. I think too people feel a bond with nature. I think plenty of people... I would say that they are pro-environment and plenty of people would say you know they love being outside and they, you know, they want to do what they can. But I don’t think enough people know what action they can take or if they know these actions, they don’t know what kind of impact it’s gonna have .” (Ana) These teachings during practice are thought to empower people to reduce their attitudes-behaviour gap through providing tangible actions and awareness of personal capabilities. One personal capability was the ability to encouraging environmental citizenship of those close to us, through compassionate dialogue: “ Like conversations about the environment and the impacts that we're having on the environment and how people feel about that and and doing that in a compassionate space .” (Kim) This underscores the importance of empowering individuals through compassion practice to become aware of the benefits of the practice within the social dimension of one’s life. In addition, through reflecting on human-nature interconnectedness, individuals develop systems thinking, an important skill within sustainability education, as sustainability challenges tend to be multifaceted (Wiek et al., 2011 ). “ Often of the kind of animals, plants and minerals that go into and the production of the food that we eat every day and that nourishes our body. And you know the water that we drink and use to wash ourselves, the air that we breath... so, through mindfulness practice, you really bring that kind of conscious awareness to how, how much you’re held and supported by nature and by the earth in your day-to-day life ." (Lu) Participants argued that this type of thinking is fostered by educational prompts aimed to encourage not only thinking, but experiencing being part of the eco-system. Rose discussed the importance of self-evaluation through mindful reflection on own actions: “Having some education and inspiration is an important part of that, like kind of understanding what's, what works? What's possible? How systemic change might be possible on a local level, and why that's important?” (Rose) Furthermore, Karra explained the potentially long-lasting impact achieved through a shift in values to protect the environment once individuals experience its benefits through mindfulness and compassion practices: “ it's like with anything with awareness that when you when you become aware, you can't unsee what you've seen and what what you see, then changes your values and and shifts you from. I mean I see it all the time shifts from desire from wanting things from always wanting more to being more contented with what people have ” (Karra) Karra’s quote emphasised a shift in values through adopting a mindful and compassionate approach. When people are connected, they value more the experience and benefits of nature than materialistic objects utilising its resources. This theme illustrates how mindfulness and compassion can serve as pathways to environmental citizenship by nurturing personal reflection, systems thinking, and a sense of empowerment to take meaningful action at both the individual and societal levels. Theme 2 Nature’s feedback loop: The Interplay of Mindfulness, Compassion and connectedness to nature for pro-environmental behaviour This theme looks at the application of mindfulness and compassion to deepen an individual's connection with nature, argued to lead to environmental actions like environmental citizenship. Complementary to the mainstream view of mindfulness as enhancing concentration and awareness of the present moment and adopting a non-judgemental, accepting attitude (Kabat-Zinn, 2013 ), the participants commonly emphasised that mindfulness and compassion are action-oriented, rather than static, concepts: “Mindfulness is more like, it's a state of being, so it teaches me how to, to be myself. And more like being in action, because after I embodied mindfulness, I understood that it's not about sitting still. It's about taking action .” (Leo) “Compassion for me is very much about umm, trying, trying to do my best to alleviate the suffering of others to the point at which they can do it without me. ” (Kara) Flo explained that mindfulness and compassion combined are an effective way to promote positive outcomes in the context of nature connectedness: “ Mindfulness and compassion are the wings of a bird ” (Lu) Furthermore, the intersection between nature connectedness and mindfulness was explained as a feedback loop, where one reinforces the other. In line with eco-psychology theory (i.e., Roszak, 1992 ) and attention restoration theory (Kaplan, 1995 ), Ana explained how nature can be viewed as an accessible induction to mindfulness: “ I started to realise that my most mindful state is when I’m outdoors. And, and you know that’s because of all the soft fascinations that nature gives to us but, just being able to tap into my senses in particular in the outdoors, was a kind of helpful way of being able to access mindfulness. ” (Ana) Embodied cognition was commonly identified by participants as a mindful approach to deepen the connection with nature. Embodied cognition places emphasis on the physical sensations when immersed in an environment rather than experiencing an environment as mere mental representations (Shapiro, 2019 ). As Sam explains, by engaging with the environment mindfully, one can better observe its qualities: “You know, the smell of uh, of nature around, you know, maybe there’s been rainfall and there’s the smell that accompanies the aftereffects if rainfall or or flowers of leaves of of the air itself...” (Sam) Earthing was distinctively emphasised by participants to support people's ground using the connection with the Earth. “Earthing” involves deepening the connection with nature through direct contact between one’s body (i.e., feet during barefoot walking) and the Earth's electrical signals. Jake emphasised the distinct role of earthing through mindful barefoot walking for deepening connection with nature: “ It's about grounding, so sometimes we might need to just take our shoes off and be barefoot ” (Jake) The quotes so far showcase how the attention to the present experience of the mind and body typically found in mindfulness and meditation expands to paying attention to the connection between self and the environment by practising mindfulness in nature. Participants have consistently described a feedback loop whereas awareness of nature reinforces self-awareness and vice-versa: “ It's almost like the feeling of connection in nature or the like, sensitivity to what's happening in nature kind of gets deeper as I develop my relationship with myself and vice versa. So, it's like the deeper my relationship with nature then that kind of encourages that relationship with myself ” (Kim) Participants universally argued that through mindfully connecting with the environment, individuals develop a sense of care and protection toward nature. Ana emphasised that humans naturally value and are fond of protecting what they care for: “ When you associate it [the natural environment] with a place where you are your most calm or relaxed, it becomes, the environment becomes something that you then have to protect because it’s your place, because you’ve attached that sense of, sense of solace to it. It then becomes a place you feel if that’s in jeopardy, then my relaxation, my sense of calm, my sense of inner peace, is also in jeopardy .” (Ana) Ana’s quote highlights that organic reciprocity stems from a meaningful connection with nature. Overall, this theme explored how facilitating a conscious understanding of human-nature interconnectedness through mindfulness and compassion deepens the connection with nature. It was discussed that a more embodied experience of nature and cultivating awe allows individuals to experience nature more meaningfully, which further motivates nature protection. Theme 3 Eco-Resilience: Cultivating Emotional Strength through Mindfulness and Compassion Several participants emphasised the role of mindfulness-based constructs to nurture emotional climate resilience. Emotional climate resilience refers to individuals’ ability to adapt and/or recover from the challenging feelings and stress that may be experienced as a consequence of the climate emergency (Easton-Gomez et al., 2022 ). Participants suggested that whilst these feelings may be absent at the baseline of a spoken mindfulness intervention, if one truly connects with the environment, they are prone to experience some challenging feelings. This supposition is explained by connection with nature (explored in theme 1) involving connection with “nature’s suffering” by default: “ I'm connecting to this, and it it it hurts, she's hurting like the Earth is hurting. Nature's hurting. So, I'm hurting because I am nature as well. We're all nature. ” (Rose) A deep connection with nature, even if sustained for a limited period, may cause helplessness, hopelessness, anger and other challenging emotions. Individuals may become disheartened by the challenges faced by society, experience self-judgmental or self-doubt or feel powerless to take meaningful action. For example, Kara described feelings of how difficulties related to her capability to act and the negative impact on her mental health: “There have been times when I felt a bit overwhelmed by the stress and anxiety around it, and I could do more. I could do more and pushing myself to do more and then feeling actually this is too much” (Karra) Ana explained that climate-related feelings are similar to symptoms of ill mental health: “It can create hopelessness, hopelessness, helplessness, the inability to be optimistic and I think mindfulness, but also, you know, talk therapy in nature.. uhh, is, you know, designed with some of those feelings in mind, you know? Helplessness and hopelessness in particular, is the symptom of depression as well as anxiety, so it's an ecologic anxiety that's also eco depression.” (Ana) As highlighted by Ana, it is then imperative that mindfulness practices include strategies to mitigate these feelings or states. Mindfulness then becomes the mechanism through which concerns are developed, and a medium for the facilitation of co-existence with compassion, kindness and gratitude. Kara explained that her practice is helping her to feel less pressured and be aware of the limits of individual action and responsibility. The quote emphasises the importance of core qualities of mindfulness; acceptance, patience and present-moment awareness: “ my mindfulness practice has brought me back to, rather than think going the other way and feeling completely hopeless and disempowered, I feel I can only do it in this moment what I can do, and sometimes that's more, sometimes that's less” (Karra) Without addressing challenging feelings, people may experience blockages for action, feeling helplessness or anger. Yet, challenging climate-related feelings was identified as imperative to motivate individuals to move from inaction to action, and align with core values. Lu explained how learning that individuals have a container within themselves where all these emotions can co-exist, and how mindfulness and compassion training allows individuals to ease into their experience: “acknowledging that there can be a pain alongside that gratitude when you see that not being respected by the structures of society, you know the wider structures of society where you see the damage that’s being caused, that that can be also very painful and that pain can be a part of being like aware that pain and gratitude can sit in a way alongside each other and inspire a new way of relating to the world around us.” (Lu) Jake further explained how the connection to nature can be an avenue to experience intricate feelings with more ease through being open to nature’s healing properties: ‘ This is ourselves, a place of of it feels like a fluid, liquid place, and I think then we can experience our sorrow and our joy in equal measure, flowing one from the other. Because we we feel that connection to the Earth. And we intuitively or intrinsically feel that the earth can hold those emotions and feelings for us .’ (Jake) This quote underscores the importance of promoting the therapeutic role of nature to facilitate emotional strength and belongingness to the natural world. Overall, this theme explored how connection with nature can lead to challenging feelings related to environmental emergencies. The emotional fortitude necessary to address and adapt to the psychological impacts of the climate crisis is clear through mindfulness and compassion-based practices. Indeed, ecological resilience stemmed from MBIs can arguably be seen as a cradle for pro-environmental action. Theme 4 Earthly Tranquillity: The Transformative Power of Integrating Nature into Mindfulness and Compassion Practices This theme discusses techniques supporting the development of qualities and capabilities illustrated in previous themes, through an interplay of conceptual, metaphorical and physical integration of nature into practices. The foundation of a mindfulness practice is having an anchor, a grounding technique. The participants identified grounding in the Earth as an effective integration of nature within mindfulness, to facilitate a sense of support from nature. For example, Sam said that: “Most practices I teach, I’ll mention that you know the sense of and the invitation to ground and and anchor and and sometime to mention that connection with the Earth itself.“ (Sam) Many mindfulness and meditation practices use the breath as an anchor. Lu explained how nature can be integrated into this process: “Simple sentences to guide the in and out breath. So, like: breathing in, I know I’m breathing in, breathing out, I know I’m breathing out [...] breathing in, I am a mountain, breathing out, I am steady [...] breathing in, I am a flower, breathing out, I am fresh. [...] drawing in metaphors but making it that like simple tied to the breath.” (Lu) This way, individuals use elements of nature for self-regulation by embodying elements of nature and their metaphorically associated qualities. Nature-related metaphors could be viewed as more accessible inductions to relating to nature through facilitating a conscious understanding of the impermanent (transient) nature of all experiences: “ So, for example, I use um, metaphors of shifts that happen in nature and liken them to shifts that happen within people. So, for example, in September time, when everyone has this feeling of like, back to school and all the rest of it and it's harvest time and we're harvesting things from nature. ” (Ana) In addition, Rose emphasised the importance of prompting through mindfulness and understanding of the similarity between humans and nature to facilitate connection: “ Imagery and symbolism is really helpful so, and there's, I mean something like for example, a tree is a really helpful one because of the fact that there's the kind of there's so many similarities. There's the kind of strong centre line, the rootedness, the openness towards the sky around the heart and the mind. [...] even the way that trees branches are a little bit like lungs and blood vessel systems and nervous systems and things like that ” (Rose) Karra mentioned that to nurture conscious understanding of human-nature interdependence over time, they may provide details about long past events in human history: “I even talk about argon that was around in the dinosaur era and how it still around the same argon particles are going into dinosaurs as they're coming into us. So, I kind of feel very much the thread of our environment from obviously millennia ago and also looking forward.” (Karra) Such statements open people to broaden individuals’ time perspective in the context of human – nature interrelationship. Another avenue which can improve the relatedness between humans and nature can be storytelling. Storytelling has a long history of passing on information across cultures (Hofman-Bergholm, 2022 ), and was emphasised by Leo as a way to support connection: “ Storytelling about each element, storytelling about fire, earth, water and air. Storytelling about yeah, about ourselves, about our experience, because that’s what is catching people, makes them wonder .” (Leo) Kim stressed the importance of bringing mindfulness to activities in nature one already does and enjoys, shifting to a more engaged mindfulness approach: “you can go mountain biking or surfing, in a very sort of like I don't know, like, not necessarily a destructive way, but in a way that's quite disconnected from nature. [...] For example, when you're mountain biking, then it's like the fact that we've got forests and trails and wildlife in those forests. That is what enables people to go out and enjoy that on a mountain bike. So, I think it's just bringing in elements of like, understanding and compassion and connection for nature whilst doing those activities.” (Kim) Hannah also stressed how important it is to find enjoyment and positive affect concerning the practice of mindfulness: “ to make it [the practice] fun for people, so it’s not something sad and, and heavy. [...] to find a way to make this journey of happiness as well that so that it feels good to yeah, work on this too, to the best of our ability. I think it’s yeah, crucial .” (Hannah) Complementary to bringing mindfulness to the activities individuals engage in occasionally as hobbies, Lu stressed how nature contemplation on interconnectedness can be brought in daily activities such as eating or walking. In addition, inspired by Plum Village tradition, they talked about seeing beyond plain sight: "you can practice mindfulness while walking, while washing dishes, while having a shower or you know, those things that you can be really conscious, like while having a shower that you know, the water is water from the earth [...] that’s really important” (Lu) To foster mindfulness in daily life, Karra emphasised on the importance of professionals’ creativity when conceptualising practices: “ we have to be creative in enabling what we do to be engaging and to be accessible. Say so. Our creativity is incredibly important ” (Karra) There are also various ways to adapt and create practices to cultivate connection, environmental citizenship, and ultimately, pro-environmental behaviour focusing on the external environment. Beside utilising senses (discussed within theme 1), participants argued for working directly with nature objects: “ if you're not outside, just bringing natural objects into the space can really support that as well, as you're really kind of bringing people's awareness to whether it's a pine cone or a shell.” (Rose) Accordingly, embedding both physical elements of nature and mental representations of nature within practices can be effective avenues to encourage pro-environmental values, attitudes and behaviours. This theme explored various ways in which environmental practices can integrate nature within practice. Discussion The study explored mindfulness teachers’ experiences on conceptualising mindfulness and compassion practices to support environmental conscience and behaviour. Whilst previous research provided insight into how mindfulness positively impacted meditators’ lives and enhanced their environmental behaviour (Thiermann & Sheate, 2022 ), there was little understanding and guidance on how mindfulness practices can be conceptualised as environmental practices that drive forward cognitive and behavioural change. By interviewing mindfulness teachers and practitioners who integrate mindfulness within their main approach in an environmental context (e.g., eco-psychotherapy and spiritual ecology), the present research offers insight into practice and intervention conception. Such an approach was essential to ensure programmes include interventions that target specific attitudes and behaviours, and not employ general mindfulness practices, which may need extensive engagement to yield desired outcomes. Theme 1 explored how mindfulness nurtures environmental citizenship, and indicated how mindfulness, combined with nature appreciation, strengthens ethical responsibility (Franco et al., 2017 ; Furnell et al., 2023 ). To align intentions with actions, strengthening such emotional connections to nature fosters long-term environmental commitment. Moreover, nurturing meta-awareness of natural systems and human interdependence on these systems may enhance environmental self-efficacy, an important aspect of pro-environmental behaviour (Moeller & Stahlmann, 2019 ; Roy et al., 2020 ). Theme 2 showed that direct nature contact strengthens environmental connection, leading to pro-environmental behaviour. Research suggests that mindfully engaging with nature, such as feeling the wind or walking barefoot, creates a feedback loop between self-awareness and environmental awareness (Deringer et al., 2020 ; Thiermann & Sheate, 2022 ). Ecological theory supports this idea, suggesting that embodied cognition enhances environmental perceptions (Schults, 2001). By deepening the connection with nature mindfully, individuals may develop a sense of responsibility to act pro-environmentally (Thiermann & Sheate, 2020 ). Theme 3 addressed how mindfulness supports climate resilience. Rising ecological distress increases the need for emotional regulation (Soutar & Wand, 2022 ), and mindfulness and self-compassion help individuals manage climate anxiety and avoid eco-paralysis (Innoceti et al., 2023). Integrating these elements enhances both well-being and climate resilience and thus are vital in pro-environmental behaviour interventions. Theme 4 emphasised using nature elements in mindfulness. Ecological psychology proposed that nature-based metaphors enhanced environmental consciousness (Roszak, 1992 ), and visualising nature’s stability (e.g., “breathing in, I am a mountain”) or reflecting on seasonal changes provide solid foundations in utilising nature elements within mindfulness practices (Arnocky et al., 2014 ). Storytelling, rooted in Indigenous traditions, as well as mental representations of nature also deepen environmental awareness (Hofman-Bergholm, 2023. Limitations should be considered when interpreting the findings. Arguably, the guidance may not be applicable in all contexts, but is a first step in understanding the conception of mindfulness-based environmental practices and programmes. Future research could focus on specific contexts, for example, how environmental practices should be conceptualised and implemented in climate cafes, or within organisational settings. Secondly, all participants resided in Western countries, thus their experience and training in mindfulness may not reflect more traditional views, fundamentally more concerned with environmental action. In the future, more diverse perspectives could be accounted, such as Buddhist, Indigenous and Islamic perspectives on environmentalism. In summary, the four themes provided an alternative view of mindfulness, beyond a passive, inward-focused practice. The present research aligns MBIs with pro-environmental behaviour, ethical responsibility, and climate resilience, challenging the conventional separation between mindfulness and environmental activism in practice. Indeed, insight into the application of mindfulness and compassion by deepening an individual's connection with nature, and in turn, leading to environmental citizenship and action, and highlighted internal processes (i.e., emotional strength, compassion, coping with climate grief) foster climate resilience. The study explored how to embed natural elements and nature appreciation into practices, particularly suitable for those novices in either or both mindfulness and sustainability. Implications include creating guidance for MBIs in therapeutic contexts and sustainability-oriented initiatives in education and beyond. By adapting instructions to align with the desired outcome of environmentalism, individuals may develop inner qualities for sustainability initiatives. Nevertheless, caution is warned to personalise interventions to target groups (Giannou & Mantzios, 2023 ; Mantzios et al., 2022 ). It was identified that uninitiated in either mindfulness or sustainability may benefit more from practices aimed at environmental connection to develop environmental citizenship. In contrast, those already heavily engaged in sustainability may benefit more from compassion or self-compassion practices, to support emotional climate resilience and mitigate ecological anxiety. Accordingly, future research could focus specifically on understanding the needs of interventions for specific contexts and experiences. Declarations Author Contribution A.N. wrote the main manuscript text. All authors reviewed the study data, codes and themes identification. S.K., K.G and M.M revised the manuscript critically for important intellectual content. All authors reviewed the manuscript. Acknowledgement We thank all participants for dedicating their valuable time to take part in this study. Data Availability Data is available from the corresponding author upon request. References Ahmed, S., Adnan, M., Janssens, D. & Wets, G. (2020). A personalized mobility based intervention to promote pro-environmental travel behavior. Sustainable Cities and Society, 62 , 102397. https://doi.org/10.1016/j.scs.2020.102397 Arnocky, S., Milfont, T. L., & Nicol, J. R. (2014). 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Sustainability Science, 6 , 203–218. https://doi.org/10.1007/s11625-011-0132-6 Willig, C. (2013). Introducing Qualitative Research in Psychology. McGraw-Hill Education. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6957121","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":492260821,"identity":"236b46c7-823d-48f8-afbf-b3826833f283","order_by":0,"name":"Alexandra Iuliana Negoita","email":"data:image/png;base64,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","orcid":"","institution":"Birmingham City University","correspondingAuthor":true,"prefix":"","firstName":"Alexandra","middleName":"Iuliana","lastName":"Negoita","suffix":""},{"id":492260822,"identity":"5cd6717f-c6d4-41ab-a054-666333a53d0d","order_by":1,"name":"Sophia Kauser","email":"","orcid":"","institution":"Birmingham City University","correspondingAuthor":false,"prefix":"","firstName":"Sophia","middleName":"","lastName":"Kauser","suffix":""},{"id":492260823,"identity":"4c5f1482-51bf-4701-b689-541e53a9f69e","order_by":2,"name":"Kyriaki Giannou","email":"","orcid":"","institution":"De Montfort University","correspondingAuthor":false,"prefix":"","firstName":"Kyriaki","middleName":"","lastName":"Giannou","suffix":""},{"id":492260824,"identity":"d6eaed7f-25a3-42ce-a1fa-988aedfe41e7","order_by":3,"name":"Michael Mantzios","email":"","orcid":"","institution":"Birmingham City University","correspondingAuthor":false,"prefix":"","firstName":"Michael","middleName":"","lastName":"Mantzios","suffix":""}],"badges":[],"createdAt":"2025-06-23 13:08:27","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6957121/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6957121/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":87949849,"identity":"198831ba-5222-4e93-a954-32649eda1eea","added_by":"auto","created_at":"2025-07-30 17:05:22","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":770160,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6957121/v1/edef7dbe-7c53-4ece-a159-3813b11fa950.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Adapting Mindfulness and Compassion as Pro-Environmental Practices: A Thematic Analysis of Mindfulness Teachers' Beliefs and Experiences","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe world is facing unprecedented environmental challenges, requiring individuals and organisations to embrace a more environmentally friendly lifestyle (CCC, 2024). Interventions targeting pro-environmental behaviour (PEB) in individuals and small communities are increasingly prominent. For example, research has shown that personalised travel plans were found effective in promoting more eco-friendly modes of transportation (Ahmed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). There is increased recognition that PEB interventions are more effective if they employ more holistic methods beyond information (B\u0026ouml;hme et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Ives et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Accordingly, engagement in contemplative practices like mindfulness has been proposed to support individuals\u0026rsquo; PEB (Thiermann \u0026amp; Sheate, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Guided by eco-psychological theory (Roszak, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e1992\u003c/span\u003e) and a relational approach paradigm (B\u0026ouml;hme et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), the current study aimed to gauge mindfulness teachers\u0026rsquo; beliefs and experiences on conceptualising mindfulness- and compassion-based experiences to nurture PEB. By interviewing experienced mindfulness teachers who are also active in the area of sustainability, the research seeks to establish guidelines for novice teachers and those keen to embed environmental practices within mindfulness and other interventions, such as eco-spirituality programmes. The following section focuses on the importance of inner qualities for sustainability and approaches to foster PEB.\u003c/p\u003e\u003cp\u003ePEB refers to the behaviour that avoids harming the natural environment or that contributes to its protection (Steg \u0026amp; Vlek, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Such behaviour includes conservation, conscious consumption of natural materials and food (e.g., bamboo over plastic), and environmental citizenship (Markle, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Sustainability initiatives that target environmental action could be enhanced by embedding inner dimensions like personal values or positive feelings toward nature (Wamsler, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). These inner dimensions have been recognised in early psychology theories for PEB, which posit that personal characteristics like values and norms are essential to nudge and motivate individuals to act sustainably towards the environment (e.g., Fishbein \u0026amp; Ajzen, 1975; Hines et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e1987\u003c/span\u003e; Stern et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e1999\u003c/span\u003e; see Steg \u0026amp; Nordlund, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Indeed, studies like Goh et al. (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), who applied and extended the theory of planned behaviour (Fishbein \u0026amp; Ajzen, 1975) to identify predictors of PEB within Australian national parks visitors recognised subjective norms as the strongest predictor of environmentally friendly behavioural compliance (e.g., bin usage) (see also Esfandiar et al., 2022).\u003c/p\u003e\u003cp\u003eWhen people genuinely care about nature and feel a deep emotional connection to the earth, they are more likely to engage in sustainable behaviours out of genuine concern, rather than out of obligation or external pressures (Richter \u0026amp; Hunecke, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Hence, a relational approach may be effective in nurturing environmentally sustainable behaviour (see B\u0026ouml;hme et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e for a comprehensive discussion). A relational approach involves a more holistic understanding of the world as a living system, where humans and nature are interconnected (also see Capra, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1997\u003c/span\u003e; Raskin et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Relating to nature on a more personal level could inspire a more reciprocal relationship and environmental values. Such an approach grounds within indigenous knowledge and deep ecology, which infer a yarning relationship with nature, such as recognising the value of the bond between plants and human health, with a tradition of conservation (Raskin et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Accordingly, the current study was guided by an eco-psychology paradigm.\u003c/p\u003e\u003cp\u003eEco-psychology theory suggests an interconnectedness and interdependence of all life forms (Roszak, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e1992\u003c/span\u003e), and focuses on understanding and nurturing such relationships. Within this eco-psychology theory, ecological consciousness refers to an awareness of our place within the natural world, promoting a more interconnected sense of self with the natural world (Sharma \u0026amp; Bansal, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Roszak (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e1992\u003c/span\u003e) explained that humans possess an innate affinity for nature, which if nurtured, generates a therapeutic effect (also see Hansen et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Franco et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Eco-psychology recognises complex interactions and feedback loops that characterise ecosystems and human-nature relationships. Thus, it is essential to understand how to cultivate ecological consciousness. Approaches to cultivate ecological consciousness involve contemplative practices. In the following section, a comprehensive analysis of existing research on mindfulness and compassion-based contemplative practices is presented.\u003c/p\u003e\u003cp\u003eMindfulness has been defined as non-judgemental awareness of the present moment (Bishop et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Kabat-Zinn, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e1982\u003c/span\u003e; \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) and has been well-evidenced to support concentration, induce relaxation and improve overall wellbeing and mental health (Chiesa et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Mindfulness can be cultivated through formal (i.e., several forms of meditation; Goyal et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) and informal practices (being mindful outside of meditation while undertaking daily activities such as eating or walking; Mantzios \u0026amp; Giannou, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Research reports beneficial effects of both types of practices. For example, the body scan meditation (where individuals mentally scan their body) was found to improve attention, self-regulation and reduce stress and rumination (e.g., Gan et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Informal practices like mindful colouring were also reported to reduce anxiety in healthy adults (Mantzios \u0026amp; Giannou, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). In addition to improving individuals\u0026rsquo; wellbeing, some research prompts the potential for environmental benefits.\u003c/p\u003e\u003cp\u003eIndeed, as mindfulness evidence builds and its popularity grows, practitioners teach mindfulness in more specific applied contexts, such as those related to sustainability, like eco-therapy or climate activism (i.e., Plum Village, 2023). Literature reviews by Ericson and colleagues (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) and Geiger et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) found that mindfulness can promote sustainable behaviour through well-being, positive values, empathy, and compassion. For example, both breathing meditation and mindful learning can enhance nature interconnectedness (Unsworth et al., \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Wang et al., \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). When undergraduate students participated in a 3-day nature trip and were randomly assigned to either a meditation condition or a non-meditation condition, practising mindful breathing in the morning positively influenced individuals\u0026rsquo; mental models for behaviours in nature, self-nature categorisation, and self-nature associations (Unsworth et al., \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). In addition, they were more likely to present elements of nature when asked to recall the experience. Broadly, available studies consistently point toward the potential of mindfulness to foster PEB (Brundiers \u0026amp; Wiek, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Lumber et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Thiermann \u0026amp; Sheate, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Wamsler et al., \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Accordingly, it is important to unpick the processes in which mindfulness nurtures PEB by exploring existing practices that embed or target sustainability.\u003c/p\u003e\u003cp\u003eThiermann and Sheate (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) conducted a qualitative study with thirteen experienced meditators to understand the mechanisms through which mindfulness generates PEB. They found that mindfulness fosters environmental consciousness through increased self-awareness of own impact on nature. Participants explained that informal mindfulness integrated within daily life activities led to deeper consideration of own behaviour and created a sense of responsibility for becoming more environmentally sustainable. These changes occurred organically within a year of practice. The study findings demonstrate the importance of gathering qualitative insight into how mindfulness can generate PEB.\u003c/p\u003e\u003cp\u003eFurthermore, Deringer and colleagues (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) provided mixed method insight into how mindfulness can lead to ecological behaviour through connecting with nature. Quantitative analysis found that after practicing mindfulness outdoors in the morning during a 3-day camp, participants felt more connected to nature and more willing to partake in ecological behaviour. Qualitative findings revealed that mindfulness created an optimum space and time to connect with nature through disengagement from automatic thoughts and greater distribution of attention; a well-reported effect within attention restoration focused research (see Stevenson et al., 2018 for a review). Moreover, mindfulness enhanced connection through reflection upon human-nature interconnectedness, facilitated by the inclusion of nature elements within contemplations. This new way of connecting with nature led to a greater sense of care towards the environment. The findings showcase the importance of an affective element for mindfulness-based interventions (MBIs) aimed to support PEB. Nevertheless, a question arises about whether adaptations of mindfulness to specifically target PEB are necessary in achieving the benefits on a reduced timeline.\u003c/p\u003e\u003cp\u003eOther research points toward the importance of kindness and compassion (Ericson et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) for fostering PEB. Kindness is a behaviour characterised by concern for others, generosity and consideration, without expecting anything in return (Gilbert et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Compassion involves awareness of someone's suffering, being moved by it, and feeling motivated or acting to alleviate suffering (Strauss et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). The terms are often used interchangeably as pro-social words (Hofmann et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), and a systematic review and meta-analysis exploring the effects of kindness and compassion-based meditation found that the practices improve quality of life (Gu et al., 2022). For example, studies have reported positive effects such as increased relationship satisfaction, positive affect, engagement in the community, and even reduced subjective distress and benefits for immunity (e.g., Curry et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Gilbert et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Kindness and compassion-based MBIs promote wellbeing, and Wallach et al. (\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) proposed that such MBIs could be an avenue to reorient individuals in more ethically expansive directions towards environmental values. Mindfulness teachers that focus specifically on environmental values could provide valuable input on how to foster kindness and compassion for the environment to support the development of environmental values through contemplative practices.\u003c/p\u003e\u003cp\u003eOverall, the use of secular mindfulness and compassion practices in the context of sustainability is a growing, but still an under-researched area. Whilst evidence showcase the importance of connection with nature and highlights promising positive effects of mindfulness and compassion on pro-environmental behaviour (Brundiers \u0026amp; Wiek, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Lumber et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Thiermann \u0026amp; Sheate, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Wamsler et al., \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), arguments posit for practice adaptation (Djernis et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and alignment with theory (Curry et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) to maximise the benefits of practices. This type of adaptation was previously observed to be effective, such as for targeting specific cognitive and behaviour change to enhance face recognition (Giannou et al., 2021) and weight loss (Mantzios \u0026amp; Wilson, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Accordingly, a more systematic way to conceptualise practices is needed to promote PEB through contemplative practices. Through this approach, mindfulness, kindness and compassion can support a state of mind whereas individuals are more receptive to consider wider planetary health. Therefore, the present enquiry sought to understand how practices can support personal and planetary health, how interaction with nature can facilitate this process, and how mindfulness and compassion practices could be adapted to support pro-environmental behaviour. To satisfy such inquiry, the primary objective of this manuscript was to understand and collate mindfulness teachers\u0026rsquo; beliefs on conceptualising the environment within mindfulness and compassion practices. Experts can provide systematic knowledge to inform MBIs practice design and implementation, so more broadly offer valuable insights on how to incorporate nature into contemplative science and practices. Collecting rich, descriptive data from expert mindfulness teachers through interviews was crucial for this inquiry.\u003c/p\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\n \u003ch2\u003eParticipants\u003c/h2\u003e\n \u003cp\u003eTen participants (7 females and 3 males, see Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e for further demographic characteristics) were recruited through opportunity sampling through the researchers\u0026rsquo; social and professional networks. Given that mindfulness is not legally regulated and titles such as mindfulness teacher are not protected, experts were considered those who practised and taught mindfulness with an embedded element of sustainability; topics included, but were not limited to, eco-anxiety, climate change, environmental connectedness and conservation/preservation.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003e\u003cem\u003eParticipant demographic information\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePseudonym\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCountry of residence\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMain Occupation\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eYears of teaching\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHannah\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNetherlands\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMindfulness teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLu\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFrance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMindfulness teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eKarra\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUK\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMindfulness teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e30+\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eJake\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUK\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEco-therapist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e30+\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSam\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUK\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePsychologist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e30+\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLeo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRomania\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHolistic Practitioner\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNature guide\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eKim\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUK\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMindfulness teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRose\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUK\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMindfulness teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAna\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUK\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEco-psychologist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003ch3\u003eSemi-structured interviews\u003c/h3\u003e\n\u003cp\u003eThe semi-structured interviews explored participants\u0026rsquo; experiences of practicing and teaching mindfulness, and their beliefs about important considerations for the adaptation of practices to support PEB. The interview schedule included twenty-four main questions and was developed based on research around mindfulness practices conceptualisation, such as adopting open monitoring practices (Lymeus et al., \u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e) and using metaphors (Corazon et al., \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e) (i.e., \u0026lsquo;\u003cem\u003eWhat is your opinion about the use of metaphors in mindfulness guidance?\u003c/em\u003e\u0026rsquo;). In addition, the interview questions included the perceived role of factors known to contribute to pro-environmental behaviour, such as connectedness to nature (Barbaro \u0026amp; Picket, 2015; Richter \u0026amp; Hunecke, \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e) (i.e., \u0026lsquo;\u003cem\u003eHow would you encourage connection with the environment in a mindfulness practice?\u003c/em\u003e\u0026rsquo;), compassion for the environment (Pisters et al., 2019) (i.e., \u0026lsquo;\u003cem\u003eWhat is the role of compassion in encouraging environment sustainable behaviour? How might this compassion specifically influence pro-environmental actions?\u0026rsquo;\u003c/em\u003e), the benefits of PEB on mental health (Corral Verdugo, \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e), and environmental self-efficacy (Moeller \u0026amp; Stahlmann, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e) (i.e., \u0026lsquo;\u003cem\u003eHow important do you think it is to feel capable of taking meaningful action? How does this sense of ability influence your willingness to follow through with the action?\u0026rsquo;)\u003c/em\u003e(full transcript available upon request).\u003c/p\u003e\n\u003cp\u003eThe first author interviewed all participants through video call. Remote data collection allowed to access a hard-to-reach demographic beyond the local community. The interviews lasted between 45 minutes\u0026thinsp;\u0026minus;\u0026thinsp;1 hour (\u003cem\u003eM\u003c/em\u003e\u0026thinsp;=\u0026thinsp;54 minutes). Participants were assigned pseudonyms, participated voluntarily and were able to withdraw at any point.\u003c/p\u003e\n\u003ch3\u003eAnalysis\u003c/h3\u003e\n\u003cp\u003eInterview recordings were transcribed verbatim (Poland, \u003cspan class=\"CitationRef\"\u003e1995\u003c/span\u003e) using Microsoft Teams and manual corrections. Then, transcripts were analysed using a deductive reflexive thematic analysis approach, following procedural steps by Braun and Clarke (\u003cspan class=\"CitationRef\"\u003e2006\u003c/span\u003e; \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e), which allowed for in-depth analysis of participants\u0026rsquo; perceptions and suggestions. Thematic analysis was used as a contextualist method, characterised by critical realism (Willig, \u003cspan class=\"CitationRef\"\u003e2013\u003c/span\u003e). A contextualist method was used as practising and teaching mindfulness is context-dependent, therefore reflexive thematic analysis acknowledged that participants\u0026rsquo; narratives may be influenced by their own experience with mindfulness, as well as their training and professional context; indicating that meanings and experiences are socially produced and reproduced rather than inherent (Burr, \u003cspan class=\"CitationRef\"\u003e1995\u003c/span\u003e). The data wereusing an inductive approach by the first author to generate initial key themes. These were discussed by the research team and once agreed, codes within the broader psychological theory. Reflexivity has been particularly important throughout the process as the first author is a mindfulness teacher; it was crucial to reflect on how their own experience and training informed the interpretation of the results. Themes were created and agreed by the authors.\u003c/p\u003e\n\u003cp\u003eEthical approval was obtained by the Business, Law and Social Sciences Ethics Committee at xxxxxxx University (xxxxxxx /#11132 /sub2 /R(A) /2023 /Jan /BLSS FAEC).\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe ten adults interviewed for this research varied in their professional backgrounds and approaches (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). Despite their differences in work contexts, practice and teaching of mindfulness, common patterns of thought were identified. Four interconnected dominant themes were identified, illustrating how mindfulness and compassion support and can be adapted as psycho-educational experiences for PEB. The four themes were as follows: (1) Fostering environmental citizenship through mindfulness and compassion, (2) Nature\u0026rsquo;s feedback loop: The Interplay of Mindfulness, Compassion and connectedness to nature for pro-environmental behaviour, (3) Nurturing Emotional Strength: Mindfulness and Compassion for Climate Resilience, and (4) Earthly Tranquillity: The Transformative Power of Mindfulness and Compassion Practices.\u003c/p\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003eTheme 1\u003c/h2\u003e\u003cdiv id=\"Sec8\" class=\"Section3\"\u003e\u003ch2\u003eFacilitating environmental citizenship through mindfulness and compassion\u003c/h2\u003e\u003cp\u003eThe interviewees argued that mindfulness and compassion facilitate the conditions for individuals to become more aware of their place within the natural world. Moreover, mindfulness, compassion and connection were unpicked to motivate a series of positive attitudes, values and behaviours classified as environmental citizenship.\u003c/p\u003e\u003cp\u003eExperiencing the benefits of nature, individuals can nurture a reciprocal relationship, one whereas like in human interrelationships, individuals are motivated to take meaningful action to preventing the creation of new environmental issues and solving the contemporary environmental challenges, whereas a healthier relationship is prioritised. Many participants said that mindfulness supports individuals to take wiser decisions as citizens. Sam explained that their practice motivated them to take more environmentally friendly personal decisions:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003epersonally through for example you know turning off the top of you know running water tap that perhaps doesn\u0026rsquo;t need to run or in how much energy we are using...\u003c/em\u003e\u0026rdquo; (Sam)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThey also emphasised that mindfulness and awareness of larger systems prompt individuals to act as agents of change in the public sphere:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eTo take steps in the direction of applying pressure to those organisations and systems which are actively promoting the ongoing use of fossil fuels, for example, or the loss of biodiversity..\u003c/em\u003e.\u0026rdquo; (Sam)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAt the same time, it was highlighted that individuals must be empowered through mindfulness and compassion practices to take wiser, pro-environmental actions. A common aspect found in interviews was the importance of environmental self-efficacy to motivate PEB. Environmental self-efficacy was defined as \u0026ldquo;\u003cem\u003ethe ability to implement and promote environmental protection\u003c/em\u003e\u0026rdquo; (Chen \u0026amp; Hsieh, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Environmental self-efficacy was argued to be cultivated through learning about nature, learning about the benefits of nature, and learning about ways to protect nature. Educational prompts were stated as a good avenue:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eI think that people need to be empowered with the knowledge. I think too people feel a bond with nature. I think plenty of people... I would say that they are pro-environment and plenty of people would say you know they love being outside and they, you know, they want to do what they can. But I don\u0026rsquo;t think enough people know what action they can take or if they know these actions, they don\u0026rsquo;t know what kind of impact it\u0026rsquo;s gonna have\u003c/em\u003e.\u0026rdquo; (Ana)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThese teachings during practice are thought to empower people to reduce their attitudes-behaviour gap through providing tangible actions and awareness of personal capabilities.\u003c/p\u003e\u003cp\u003eOne personal capability was the ability to encouraging environmental citizenship of those close to us, through compassionate dialogue:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eLike conversations about the environment and the impacts that we're having on the environment and how people feel about that and and doing that in a compassionate space\u003c/em\u003e.\u0026rdquo; (Kim)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThis underscores the importance of empowering individuals through compassion practice to become aware of the benefits of the practice within the social dimension of one\u0026rsquo;s life.\u003c/p\u003e\u003cp\u003eIn addition, through reflecting on human-nature interconnectedness, individuals develop systems thinking, an important skill within sustainability education, as sustainability challenges tend to be multifaceted (Wiek et al., \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eOften of the kind of animals, plants and minerals that go into and the production of the food that we eat every day and that nourishes our body. And you know the water that we drink and use to wash ourselves, the air that we breath... so, through mindfulness practice, you really bring that kind of conscious awareness to how, how much you\u0026rsquo;re held and supported by nature and by the earth in your day-to-day life\u003c/em\u003e.\" (Lu)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eParticipants argued that this type of thinking is fostered by educational prompts aimed to encourage not only thinking, but experiencing being part of the eco-system.\u003c/p\u003e\u003cp\u003eRose discussed the importance of self-evaluation through mindful reflection on own actions:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;Having some education and inspiration is an important part of that, like kind of understanding what's, what works? What's possible? How systemic change might be possible on a local level, and why that's important?\u0026rdquo;\u003c/em\u003e (Rose)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eFurthermore, Karra explained the potentially long-lasting impact achieved through a shift in values to protect the environment once individuals experience its benefits through mindfulness and compassion practices:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eit's like with anything with awareness that when you when you become aware, you can't unsee what you've seen and what what you see, then changes your values and and shifts you from. I mean I see it all the time shifts from desire from wanting things from always wanting more to being more contented with what people have\u003c/em\u003e\u0026rdquo; (Karra)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eKarra\u0026rsquo;s quote emphasised a shift in values through adopting a mindful and compassionate approach. When people are connected, they value more the experience and benefits of nature than materialistic objects utilising its resources.\u003c/p\u003e\u003cp\u003eThis theme illustrates how mindfulness and compassion can serve as pathways to environmental citizenship by nurturing personal reflection, systems thinking, and a sense of empowerment to take meaningful action at both the individual and societal levels.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\n\u003ch3\u003eTheme 2\u003c/h3\u003e\n\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003eNature\u0026rsquo;s feedback loop: The Interplay of Mindfulness, Compassion and connectedness to nature for pro-environmental behaviour\u003c/h2\u003e\u003cp\u003eThis theme looks at the application of mindfulness and compassion to deepen an individual's connection with nature, argued to lead to environmental actions like environmental citizenship. Complementary to the mainstream view of mindfulness as enhancing concentration and awareness of the present moment and adopting a non-judgemental, accepting attitude (Kabat-Zinn, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), the participants commonly emphasised that mindfulness and compassion are action-oriented, rather than static, concepts:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;Mindfulness is more like, it's a state of being, so it teaches me how to, to be myself. And more like being in action, because after I embodied mindfulness, I understood that it's not about sitting still. It's about taking action\u003c/em\u003e.\u0026rdquo; (Leo)\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;Compassion for me is very much about umm, trying, trying to do my best to alleviate the suffering of others to the point at which they can do it without me.\u003c/em\u003e\u0026rdquo; (Kara)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eFlo explained that mindfulness and compassion combined are an effective way to promote positive outcomes in the context of nature connectedness:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eMindfulness and compassion are the wings of a bird\u003c/em\u003e\u0026rdquo; (Lu)\u003c/p\u003e\u003cp\u003eFurthermore, the intersection between nature connectedness and mindfulness was explained as a feedback loop, where one reinforces the other. In line with eco-psychology theory (i.e., Roszak, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e1992\u003c/span\u003e) and attention restoration theory (Kaplan, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e1995\u003c/span\u003e), Ana explained how nature can be viewed as an accessible induction to mindfulness:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eI started to realise that my most mindful state is when I\u0026rsquo;m outdoors. And, and you know that\u0026rsquo;s because of all the soft fascinations that nature gives to us but, just being able to tap into my senses in particular in the outdoors, was a kind of helpful way of being able to access mindfulness.\u003c/em\u003e\u0026rdquo; (Ana)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eEmbodied cognition was commonly identified by participants as a mindful approach to deepen the connection with nature. Embodied cognition places emphasis on the physical sensations when immersed in an environment rather than experiencing an environment as mere mental representations (Shapiro, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). As Sam explains, by engaging with the environment mindfully, one can better observe its qualities:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;You know, the smell of uh, of nature around, you know, maybe there\u0026rsquo;s been rainfall and there\u0026rsquo;s the smell that accompanies the aftereffects if rainfall or or flowers of leaves of of the air itself...\u0026rdquo;\u003c/em\u003e (Sam)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eEarthing was distinctively emphasised by participants to support people's ground using the connection with the Earth. \u0026ldquo;Earthing\u0026rdquo; involves deepening the connection with nature through direct contact between one\u0026rsquo;s body (i.e., feet during barefoot walking) and the Earth's electrical signals. Jake emphasised the distinct role of earthing through mindful barefoot walking for deepening connection with nature:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eIt's about grounding, so sometimes we might need to just take our shoes off and be barefoot\u003c/em\u003e\u0026rdquo; (Jake)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe quotes so far showcase how the attention to the present experience of the mind and body typically found in mindfulness and meditation expands to paying attention to the connection between self and the environment by practising mindfulness in nature. Participants have consistently described a feedback loop whereas awareness of nature reinforces self-awareness and vice-versa:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eIt's almost like the feeling of connection in nature or the like, sensitivity to what's happening in nature kind of gets deeper as I develop my relationship with myself and vice versa. So, it's like the deeper my relationship with nature then that kind of encourages that relationship with myself\u003c/em\u003e\u0026rdquo; (Kim)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eParticipants universally argued that through mindfully connecting with the environment, individuals develop a sense of care and protection toward nature. Ana emphasised that humans naturally value and are fond of protecting what they care for:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eWhen you associate it [the natural environment] with a place where you are your most calm or relaxed, it becomes, the environment becomes something that you then have to protect because it\u0026rsquo;s your place, because you\u0026rsquo;ve attached that sense of, sense of solace to it. It then becomes a place you feel if that\u0026rsquo;s in jeopardy, then my relaxation, my sense of calm, my sense of inner peace, is also in jeopardy\u003c/em\u003e.\u0026rdquo; (Ana)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAna\u0026rsquo;s quote highlights that organic reciprocity stems from a meaningful connection with nature.\u003c/p\u003e\u003cp\u003eOverall, this theme explored how facilitating a conscious understanding of human-nature interconnectedness through mindfulness and compassion deepens the connection with nature. It was discussed that a more embodied experience of nature and cultivating awe allows individuals to experience nature more meaningfully, which further motivates nature protection.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eTheme 3\u003c/h2\u003e\u003cdiv id=\"Sec12\" class=\"Section3\"\u003e\u003ch2\u003eEco-Resilience: Cultivating Emotional Strength through Mindfulness and Compassion\u003c/h2\u003e\u003cp\u003eSeveral participants emphasised the role of mindfulness-based constructs to nurture emotional climate resilience. Emotional climate resilience refers to individuals\u0026rsquo; ability to adapt and/or recover from the challenging feelings and stress that may be experienced as a consequence of the climate emergency (Easton-Gomez et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Participants suggested that whilst these feelings may be absent at the baseline of a spoken mindfulness intervention, if one truly connects with the environment, they are prone to experience some challenging feelings. This supposition is explained by connection with nature (explored in theme 1) involving connection with \u0026ldquo;nature\u0026rsquo;s suffering\u0026rdquo; by default:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eI'm connecting to this, and it it it hurts, she's hurting like the Earth is hurting. Nature's hurting. So, I'm hurting because I am nature as well. We're all nature.\u003c/em\u003e\u0026rdquo; (Rose)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eA deep connection with nature, even if sustained for a limited period, may cause helplessness, hopelessness, anger and other challenging emotions. Individuals may become disheartened by the challenges faced by society, experience self-judgmental or self-doubt or feel powerless to take meaningful action. For example, Kara described feelings of how difficulties related to her capability to act and the negative impact on her mental health:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;There have been times when I felt a bit overwhelmed by the stress and anxiety around it, and I could do more. I could do more and pushing myself to do more and then feeling actually this is too much\u0026rdquo; (Karra)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAna explained that climate-related feelings are similar to symptoms of ill mental health:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;It can create hopelessness, hopelessness, helplessness, the inability to be optimistic and I think mindfulness, but also, you know, talk therapy in nature.. uhh, is, you know, designed with some of those feelings in mind, you know? Helplessness and hopelessness in particular, is the symptom of depression as well as anxiety, so it's an ecologic anxiety that's also eco depression.\u0026rdquo; (Ana)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs highlighted by Ana, it is then imperative that mindfulness practices include strategies to mitigate these feelings or states. Mindfulness then becomes the mechanism through which concerns are developed, and a medium for the facilitation of co-existence with compassion, kindness and gratitude. Kara explained that her practice is helping her to feel less pressured and be aware of the limits of individual action and responsibility. The quote emphasises the importance of core qualities of mindfulness; acceptance, patience and present-moment awareness:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003emy mindfulness practice has brought me back to, rather than think going the other way and feeling completely hopeless and disempowered, I feel I can only do it in this moment what I can do, and sometimes that's more, sometimes that's less\u0026rdquo; (Karra)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eWithout addressing challenging feelings, people may experience blockages for action, feeling helplessness or anger. Yet, challenging climate-related feelings was identified as imperative to motivate individuals to move from inaction to action, and align with core values. Lu explained how learning that individuals have a container within themselves where all these emotions can co-exist, and how mindfulness and compassion training allows individuals to ease into their experience:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;acknowledging that there can be a pain alongside that gratitude when you see that not being respected by the structures of society, you know the wider structures of society where you see the damage that\u0026rsquo;s being caused, that that can be also very painful and that pain can be a part of being like aware that pain and gratitude can sit in a way alongside each other and inspire a new way of relating to the world around us.\u0026rdquo;\u003c/em\u003e (Lu)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eJake further explained how the connection to nature can be an avenue to experience intricate feelings with more ease through being open to nature\u0026rsquo;s healing properties:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026lsquo;\u003cem\u003eThis is ourselves, a place of of it feels like a fluid, liquid place, and I think then we can experience our sorrow and our joy in equal measure, flowing one from the other. Because we we feel that connection to the Earth. And we intuitively or intrinsically feel that the earth can hold those emotions and feelings for us\u003c/em\u003e.\u0026rsquo; (Jake)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThis quote underscores the importance of promoting the therapeutic role of nature to facilitate emotional strength and belongingness to the natural world.\u003c/p\u003e\u003cp\u003eOverall, this theme explored how connection with nature can lead to challenging feelings related to environmental emergencies. The emotional fortitude necessary to address and adapt to the psychological impacts of the climate crisis is clear through mindfulness and compassion-based practices. Indeed, ecological resilience stemmed from MBIs can arguably be seen as a cradle for pro-environmental action.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eTheme 4\u003c/h2\u003e\u003cp\u003eEarthly Tranquillity: The Transformative Power of Integrating Nature into Mindfulness and Compassion Practices\u003c/p\u003e\u003cp\u003eThis theme discusses techniques supporting the development of qualities and capabilities illustrated in previous themes, through an interplay of conceptual, metaphorical and physical integration of nature into practices.\u003c/p\u003e\u003cp\u003eThe foundation of a mindfulness practice is having an anchor, a grounding technique. The participants identified grounding in the Earth as an effective integration of nature within mindfulness, to facilitate a sense of support from nature. For example, Sam said that:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;Most practices I teach, I\u0026rsquo;ll mention that you know the sense of and the invitation to ground and and anchor and and sometime to mention that connection with the Earth itself.\u0026ldquo;\u003c/em\u003e (Sam)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eMany mindfulness and meditation practices use the breath as an anchor. Lu explained how nature can be integrated into this process:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;Simple sentences to guide the in and out breath. So, like: breathing in, I know I\u0026rsquo;m breathing in, breathing out, I know I\u0026rsquo;m breathing out [...] breathing in, I am a mountain, breathing out, I am steady [...] breathing in, I am a flower, breathing out, I am fresh. [...] drawing in metaphors but making it that like simple tied to the breath.\u0026rdquo;\u003c/em\u003e (Lu)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThis way, individuals use elements of nature for self-regulation by embodying elements of nature and their metaphorically associated qualities.\u003c/p\u003e\u003cp\u003eNature-related metaphors could be viewed as more accessible inductions to relating to nature through facilitating a conscious understanding of the impermanent (transient) nature of all experiences:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eSo, for example, I use um, metaphors of shifts that happen in nature and liken them to shifts that happen within people. So, for example, in September time, when everyone has this feeling of like, back to school and all the rest of it and it's harvest time and we're harvesting things from nature.\u003c/em\u003e\u0026rdquo; (Ana)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eIn addition, Rose emphasised the importance of prompting through mindfulness and understanding of the similarity between humans and nature to facilitate connection:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eImagery and symbolism is really helpful so, and there's, I mean something like for example, a tree is a really helpful one because of the fact that there's the kind of there's so many similarities. There's the kind of strong centre line, the rootedness, the openness towards the sky around the heart and the mind. [...] even the way that trees branches are a little bit like lungs and blood vessel systems and nervous systems and things like that\u003c/em\u003e\u0026rdquo; (Rose)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eKarra mentioned that to nurture conscious understanding of human-nature interdependence over time, they may provide details about long past events in human history:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;I even talk about argon that was around in the dinosaur era and how it still around the same argon particles are going into dinosaurs as they're coming into us. So, I kind of feel very much the thread of our environment from obviously millennia ago and also looking forward.\u0026rdquo; (Karra)\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eSuch statements open people to broaden individuals\u0026rsquo; time perspective in the context of human \u0026ndash; nature interrelationship.\u003c/p\u003e\u003cp\u003eAnother avenue which can improve the relatedness between humans and nature can be storytelling. Storytelling has a long history of passing on information across cultures (Hofman-Bergholm, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), and was emphasised by Leo as a way to support connection:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eStorytelling about each element, storytelling about fire, earth, water and air. Storytelling about yeah, about ourselves, about our experience, because that\u0026rsquo;s what is catching people, makes them wonder\u003c/em\u003e.\u0026rdquo; (Leo)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eKim stressed the importance of bringing mindfulness to activities in nature one already does and enjoys, shifting to a more engaged mindfulness approach:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;you can go mountain biking or surfing, in a very sort of like I don't know, like, not necessarily a destructive way, but in a way that's quite disconnected from nature. [...] For example, when you're mountain biking, then it's like the fact that we've got forests and trails and wildlife in those forests. That is what enables people to go out and enjoy that on a mountain bike. So, I think it's just bringing in elements of like, understanding and compassion and connection for nature whilst doing those activities.\u0026rdquo;\u003c/em\u003e (Kim)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eHannah also stressed how important it is to find enjoyment and positive affect concerning the practice of mindfulness:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eto make it [the practice] fun for people, so it\u0026rsquo;s not something sad and, and heavy. [...] to find a way to make this journey of happiness as well that so that it feels good to yeah, work on this too, to the best of our ability. I think it\u0026rsquo;s yeah, crucial\u003c/em\u003e.\u0026rdquo; (Hannah)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eComplementary to bringing mindfulness to the activities individuals engage in occasionally as hobbies, Lu stressed how nature contemplation on interconnectedness can be brought in daily activities such as eating or walking. In addition, inspired by Plum Village tradition, they talked about seeing beyond plain sight:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\"you can practice mindfulness while walking, while washing dishes, while having a shower or you know, those things that you can be really conscious, like while having a shower that you know, the water is water from the earth [...] that\u0026rsquo;s really important\u0026rdquo;\u003c/em\u003e (Lu)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTo foster mindfulness in daily life, Karra emphasised on the importance of professionals\u0026rsquo; creativity when conceptualising practices:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003ewe have to be creative in enabling what we do to be engaging and to be accessible. Say so. Our creativity is incredibly important\u003c/em\u003e\u0026rdquo; (Karra)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThere are also various ways to adapt and create practices to cultivate connection, environmental citizenship, and ultimately, pro-environmental behaviour focusing on the external environment. Beside utilising senses (discussed within theme 1), participants argued for working directly with nature objects:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eif you're not outside, just bringing natural objects into the space can really support that as well, as you're really kind of bringing people's awareness to whether it's a pine cone or a shell.\u0026rdquo;\u003c/em\u003e (Rose)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAccordingly, embedding both physical elements of nature and mental representations of nature within practices can be effective avenues to encourage pro-environmental values, attitudes and behaviours. This theme explored various ways in which environmental practices can integrate nature within practice.\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe study explored mindfulness teachers\u0026rsquo; experiences on conceptualising mindfulness and compassion practices to support environmental conscience and behaviour. Whilst previous research provided insight into how mindfulness positively impacted meditators\u0026rsquo; lives and enhanced their environmental behaviour (Thiermann \u0026amp; Sheate, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), there was little understanding and guidance on how mindfulness practices can be conceptualised as environmental practices that drive forward cognitive and behavioural change. By interviewing mindfulness teachers and practitioners who integrate mindfulness within their main approach in an environmental context (e.g., eco-psychotherapy and spiritual ecology), the present research offers insight into practice and intervention conception. Such an approach was essential to ensure programmes include interventions that target specific attitudes and behaviours, and not employ general mindfulness practices, which may need extensive engagement to yield desired outcomes.\u003c/p\u003e\u003cp\u003eTheme 1 explored how mindfulness nurtures environmental citizenship, and indicated how mindfulness, combined with nature appreciation, strengthens ethical responsibility (Franco et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Furnell et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). To align intentions with actions, strengthening such emotional connections to nature fosters long-term environmental commitment. Moreover, nurturing meta-awareness of natural systems and human interdependence on these systems may enhance environmental self-efficacy, an important aspect of pro-environmental behaviour (Moeller \u0026amp; Stahlmann, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Roy et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Theme 2 showed that direct nature contact strengthens environmental connection, leading to pro-environmental behaviour. Research suggests that mindfully engaging with nature, such as feeling the wind or walking barefoot, creates a feedback loop between self-awareness and environmental awareness (Deringer et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Thiermann \u0026amp; Sheate, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Ecological theory supports this idea, suggesting that embodied cognition enhances environmental perceptions (Schults, 2001). By deepening the connection with nature mindfully, individuals may develop a sense of responsibility to act pro-environmentally (Thiermann \u0026amp; Sheate, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Theme 3 addressed how mindfulness supports climate resilience. Rising ecological distress increases the need for emotional regulation (Soutar \u0026amp; Wand, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), and mindfulness and self-compassion help individuals manage climate anxiety and avoid eco-paralysis (Innoceti et al., 2023). Integrating these elements enhances both well-being and climate resilience and thus are vital in pro-environmental behaviour interventions. Theme 4 emphasised using nature elements in mindfulness. Ecological psychology proposed that nature-based metaphors enhanced environmental consciousness (Roszak, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e1992\u003c/span\u003e), and visualising nature\u0026rsquo;s stability (e.g., \u0026ldquo;breathing in, I am a mountain\u0026rdquo;) or reflecting on seasonal changes provide solid foundations in utilising nature elements within mindfulness practices (Arnocky et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Storytelling, rooted in Indigenous traditions, as well as mental representations of nature also deepen environmental awareness (Hofman-Bergholm, 2023.\u003c/p\u003e\u003cp\u003eLimitations should be considered when interpreting the findings. Arguably, the guidance may not be applicable in all contexts, but is a first step in understanding the conception of mindfulness-based environmental practices and programmes. Future research could focus on specific contexts, for example, how environmental practices should be conceptualised and implemented in climate cafes, or within organisational settings. Secondly, all participants resided in Western countries, thus their experience and training in mindfulness may not reflect more traditional views, fundamentally more concerned with environmental action. In the future, more diverse perspectives could be accounted, such as Buddhist, Indigenous and Islamic perspectives on environmentalism.\u003c/p\u003e\u003cp\u003eIn summary, the four themes provided an alternative view of mindfulness, beyond a passive, inward-focused practice. The present research aligns MBIs with pro-environmental behaviour, ethical responsibility, and climate resilience, challenging the conventional separation between mindfulness and environmental activism in practice. Indeed, insight into the application of mindfulness and compassion by deepening an individual's connection with nature, and in turn, leading to environmental citizenship and action, and highlighted internal processes (i.e., emotional strength, compassion, coping with climate grief) foster climate resilience. The study explored how to embed natural elements and nature appreciation into practices, particularly suitable for those novices in either or both mindfulness and sustainability. Implications include creating guidance for MBIs in therapeutic contexts and sustainability-oriented initiatives in education and beyond. By adapting instructions to align with the desired outcome of environmentalism, individuals may develop inner qualities for sustainability initiatives. Nevertheless, caution is warned to personalise interventions to target groups (Giannou \u0026amp; Mantzios, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Mantzios et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). It was identified that uninitiated in either mindfulness or sustainability may benefit more from practices aimed at environmental connection to develop environmental citizenship. In contrast, those already heavily engaged in sustainability may benefit more from compassion or self-compassion practices, to support emotional climate resilience and mitigate ecological anxiety. Accordingly, future research could focus specifically on understanding the needs of interventions for specific contexts and experiences.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eA.N. wrote the main manuscript text. All authors reviewed the study data, codes and themes identification. S.K., K.G and M.M revised the manuscript critically for important intellectual content. All authors reviewed the manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eWe thank all participants for dedicating their valuable time to take part in this study.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eData is available from the corresponding author upon request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAhmed, S., Adnan, M., Janssens, D. \u0026amp; Wets, G. (2020). A personalized mobility based intervention to promote pro-environmental travel behavior. \u003cem\u003eSustainable Cities and Society, 62\u003c/em\u003e, 102397. https://doi.org/10.1016/j.scs.2020.102397\u003c/li\u003e\n \u003cli\u003eArnocky, S., Milfont, T. L., \u0026amp; Nicol, J. R. (2014). 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McGraw-Hill Education.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"mindfulness, compassion, pro-environmental behaviour","lastPublishedDoi":"10.21203/rs.3.rs-6957121/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6957121/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eObjective: \u003c/strong\u003eMindfulness and compassion practices are increasingly being recognised for supporting personal and planetary health. However, current applications in sustainability and environmental psychology need guidance on adapting these practices to target pro-environmental behaviour. The primary objective of this study was to understand professionals’ perspectives on the potential adaptation of mindfulness and compassion into environmental psycho-educational practices.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod:\u003c/strong\u003e Ten semi-structured interviews with mindfulness teachers were conducted and analysed utilising Reflexive Thematic Analysis.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFindings:\u003c/strong\u003e Four highly interconnected dominant themes illustrated: how environmental citizenship can be fostered through mindfulness and compassion (1), how embracing our roots supports cultivating a deeper connection with nature (3), how mindfulness and compassion can nurture emotional strength for climate resilience (3), and how the transformative power of mindfulness and compassion practices through nature integration show potential to bring about positive environmental behaviour change (4).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions\u003c/strong\u003e: The findings yield implications for promoting personal and planetary health through nature-engaged mindfulness-based practices, and propose an opportunity to develop future interventions.\u003c/p\u003e","manuscriptTitle":"Adapting Mindfulness and Compassion as Pro-Environmental Practices: A Thematic Analysis of Mindfulness Teachers' Beliefs and Experiences","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-30 16:57:17","doi":"10.21203/rs.3.rs-6957121/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"1759c252-4ccb-4b51-aba6-f7bb897f87d2","owner":[],"postedDate":"July 30th, 2025","published":true,"recentEditorialEvents":[{"type":"reviewerAgreed","content":"95894655057330617347926385704596095497","date":"2026-05-07T12:22:19+00:00","index":26,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-07-30T16:57:17+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-30 16:57:17","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6957121","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6957121","identity":"rs-6957121","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}