The integration of meditation into higher education: a systematic literature review.
Steve Haberlin, Terrie Bradshaw
Journal of American college health : J of ACH January 15, 2025 DOI: 10.1080/07448481.2025.2451974 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Systematic review Peer reviewed |
|---|---|
| Sample size | 44 |
| Population | College and university students |
| Intervention | meditation-related interventions |
| Topics | Meditation |
| Keywords | Intervention: meditation Mental health Stress |
| Citations | 4 |
| Key findings | Meditation interventions show more conclusive evidence for improving attention and reducing stress and anxiety than for improving academic performance in college students. |
Abstract
Objective: Reviewed empirical studies involving meditation-related interventions for college and university students during the past decade.
Methods: Based on inclusion criteria, 44 studies were selected for the review and categorized into three major areas: attention, academic performance, and mental health (stress/anxiety). Areas were systemically reviewed and synthesized.
Results: Review findings suggest that, while appearing to have inconsistent impacts on academic performance, meditation practice with college students demonstrates more conclusive evidence in regard to attention including mind-wandering and the reduction of stress and anxiety.
Conclusion: Meditation interventions continue to show promise as alternative treatments for mental health on campuses. However, well-designed studies are still needed to answer questions on meditation practices with students, including dosage, specific techniques, and impact on diverse populations.