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In this article, we open with a discussion of stress and its potential impact on the teaching profession. We then follow with an empirical rationale for and steps in the implementation of potentially promising mindfulness-based stress reduction (MBSR) interventions for teachers, particularly teachers of students with emotional and behavioral disorders. Body scan, calm breathing, focused attention, and relaxation are highlighted. A list of resources for further use of MBSR is included.

This article describes the findings of a qualitative investigation that provide some of the first detailed information from the caregiver’s perspective about utilizing hippotherapy for children with a wide range of needs. In contrast to prior studies that focused primarily on the benefits of hippotherapy for children with cerebral palsy (CP) and autism spectrum disorder (ASD), this study included children with a broader range of congenital disorders, developmental disabilities, and medical issues. Many research studies have looked at the benefits of hippotherapy for those with CP and ASD. There is limited research on the impact of this form of therapy on various other childhood diseases or disorders. This multiple case study identified patterns of caregivers’ responses to semi-structured interview questions as to the impact of hippotherapy on their children. Semi-structured interviews were completed with 11 caregivers. Thematic analysis of the qualitative interviews identified four themes; caregiver life concerns for their children, benefits of hippotherapy, quality of life improvements, and use of other therapies. The findings of this study represent a valuable first step in gaining a better understanding of the benefits of hippotherapy for these children. They are consistent with and expand upon findings of earlier studies that found therapeutic benefits for children with ASD and CP who participated in hippotherapy.