1. Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. The Psychology of Education Review, 37(2), 57–69.
2. Arviv-Elyashiv, R., & Zimmerman, V. (2013). Mofet Institute: Teacher dropouts in Israel: Who is the teacher dropping out? And how is the educational system coping with the phenomenon? (In Hebrew). Retrieved from: http://cms.education.gov.il/NR/rdonlyres/56455415-E8E8-4D60-850D-E5B88FEB25FB/182216/resource_63152219.pdf.
3. Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. https://doi.org/10.1177/1073191105283504.
4. Berger, R. (2014). The erase-stress (ES) programmes: Teacher-delivered universal school-based programmes in the aftermath of disasters. In D. Mitchel & V. Karr (Eds.), Crises, conflict and disability: Ensuring equality (pp. 96–104). Routledge.
5. Berger, R., Gelkopf, M., Heineberg, Y., & Zimbardo, P. (2016). A school-based intervention for reducing posttraumatic symptomatology and intolerance during political violence. Journal of Educational Psychology, 108(6), 761–771. https://doi.org/10.1037/edu0000066.