Best Practice Guidelines
Best Practice Guidelines for Mindfulness-Based Teacher Training
The Mindfulness Teachers Association (MTA) is committed to supporting excellence, integrity, and inclusivity in the training and development of mindfulness-based teachers. These guidelines are intended to ensure that all MTA-recognised teacher training programmes uphold the highest standards of quality, safety, and effectiveness, grounded in the evidence base and ethics of mindfulness practice.
These Best Practice Guidelines build upon the Best Practice Guidelines for Mindfulness Teachers and provide additional standards specifically for those offering teacher training.
1. Trainer Qualifications and Experience
All lead trainers should:
Meet and consistently adhere to the Best Practice Guidelines for Mindfulness Teachers
Have held full teaching responsibility for a minimum of nine mindfulness-based courses over at least three years.
Have received formal, documented assessment and feedback on their teaching from experienced colleagues or supervisors.
Maintain a personal mindfulness practice, including regular mindfulness retreat attendance.
2. Training Programme Standards
Training pathways should:
Offer a structured (face to face) group training programme
Be clearly aligned with a recognised mindfulness-based programme, such as Mindfulness Now MBSR, MBCT.
Include personal mindfulness practice training as a foundation.
Provide progressive stages of learning, including theoretical knowledge, embodied teaching skills, and supervision.
Incorporate formative and summative assessment that supports reflective development and ensures readiness for teaching.
3. Supervision and Assessment
Trainees must have access to experienced mindfulness supervisors throughout their development.
Ongoing supervision should be embedded in the training pathway.
Trainers should offer transparent feedback and support the development of self-reflective teaching practice.
Assessment methods should be consistent and ethical.
4. Trainer Competence and Integrity
Trainers must model embodied mindfulness, demonstrating integrity, compassion, non-judgement and authenticity in their teaching.
Trainers must engage in regular CPD (Continuing Professional Development) and retreat practice.
Trainers must commit to ongoing ethical reflection, including awareness of power dynamics and cultural humility.
Programmes should have systems in place for confidentiality and safeguarding.
5. Trainee Support and Inclusivity
Training providers should:
Promote an inclusive, accessible and diverse learning environment.
Be transparent about prerequisites, expectations, and the support available for trainees.
Provide opportunities for peer learning and community-building.
Recognise and accommodate the varied learning styles and life circumstances of adult learners.
6. Ethical and Professional Standards
Training organisations must:
Be aligned with the MTA Ethical Professional Code of Conduct. professional standards.
Ensure all staff are trained in safeguarding and trauma informed approaches.
Support graduates in transitioning to responsible and supported teaching, including signposting to supervision, CPD, and ongoing support.
7. Ongoing Programme Evaluation and Development
Training providers should have systems in place for programme evaluation, including feedback from trainees, supervisors, and assessors.
Be open to external review and committed to continuous improvement.
Engage with and contribute to the wider academic and practitioner community of mindfulness-based interventions.
Demonstrate a commitment to the evidence base, including adapting to evolving research and best practice in mindfulness teaching.
Becoming a registered teacher with the Mindfulness Teachers Association provides:
Public and professional recognition of your competence and integrity;
Inclusion in the searchable MTA Accredited Teacher Register;
Validation of your training, supervision, and ongoing mindfulness practice;
Connection to a professional body supporting high standards and trauma-informed practice;
Alignment with national standards such as those referenced in the UK Mindfulness All-Party Parliamentary Group (APPG) Report.
Further Resources and Reading
Kabat-Zinn, J. (1994). Wherever You Go, There You Are.
Segal, Z., Williams, J. & Teasdale, J. (2013). Mindfulness-Based Cognitive Therapy for Depression.
Research summary from the American Mindfulness Research Association (AMRA)
Mindfulness: Evidence and Impacts – The Mindfulness Initiative
These guidelines are intended to support mindfulness teacher trainers in offering programmes that are robust, ethical, and grounded in the heart of mindfulness practice. The MTA recognises and supports training providers who commit to these standards and to the flourishing of a mindful, compassionate teaching community.
Welcome to the UK’s largest professional body of accredited teachers of mindfulness
The Mindfulness Teachers Association is the free professional register, and community of accredited teachers of mindfulness. It is open to all teachers of mindfulness who have a recognised, externally accredited training and qualification in mindfulness teaching. The MTA are commited to promoting, improving and upholding the highest professional standards of evidence based mindfulness practice within our community.