This thesis comprises a systematic literature review and a research study. The literature review aimed to critically evaluate and synthesise the evidence for the effectiveness of mindfulness interventions in targeting burnout within helpingprofessions. Studies were identified by searching relevant electronic databases using terms related to "mindfulness", "burnout", and "helping-professions". Subsequently, fourteen studies met the inclusion criteria. These studies were rated as fair quality overall when assessed against a validated quality checklist. There was tentative evidence found for the effectiveness of mindfulness interventions for targeting burnout, particularly emotional exhaustion. However, the diversity of the mindfulness interventions provided, and various methodological limitations, reduced generalisability. These limitations are discussed, and recommendations for further research suggested. The research study qualitatively explored the experiences of eleven primary school teachers who had attended a mindfulness group to reduce stress and burnout. Semi-structured interviews were undertaken and interpretative phenomenological analysis was employed. The findings highlighted how mindfulness practices provided an opportunity for participants to reflect upon the contextual pressures and internal processes that contributed to their stress. For the majority of participants this led to an increased understanding of their work role within a wider perspective, enabling value-aligned behavioural change. A number of participants reported an increased sense of connecting and attuning to both their own and their pupils' emotional needs. However, the experience of attending the group and continued engagement in its practices also provided numerous challenges. The findings are discussed in relation to the literature on occupational stress and burnout, teacher identity, and mindfulness, and implications for clinical practice and future research are reported.