Flexible Teachers, Thriving Classrooms: A Unified Flexibility and Mindfulness (UFM) Model of Classroom Dynamics, Teaching Practices, and Teacher Burnout.

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Katie PalmerVigeoBx Consulting, Palm Desert, CA 92260, USA.ORCID 0009-0005-6875-4671

Ronald D RoggeDepartment of Psychology, University of Rochester, Rochester, NY 14627-0266, USA.ORCID 0000-0002-1875-3938

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Within the conceptual framework of the Unified Flexibility & Mindfulness (UFM) model, the current study applied a contextual behavioral science lens to understanding the challenges and dynamics of classroom teaching in the United States. In particular, the study sought to highlight the specific flexibility processes linked to lower teacher burnout and to greater use of adaptive instructional and behavior management strategies-deepening the conceptualization and operationalization of teachers' Social and Emotional Competence (SEC). Toward that end, a sample of 308 K-12 teachers (79% female, 85% white, M

Indexed as

acceptance and commitment therapybehavior managementinstructional strategiesmindfulnesspsychological flexibilityrelational density theorysocial and emotional competencestudent engagementteacher burnoutunified flexibility and mindfulness model

Identifiers

PMID42352851

DOI10.3390/bs16061018

PMCPMC13296330

What OpenQuestion holds

Textmetadata

LicenceCC BY

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.