Second-generation mindfulness-based interventions (SG-MBIs) for university students: a scoping review

Second-generation mindfulness-based interventions (SG-MBIs) extend typical mindfulness programs by grounding them in Buddhist epistemology and pedagogy. A scoping review of 16 publications describing 11 unique SG-MBIs, involving 649 university students, found these interventions safe and potentially effective for holistic health promotion. Most studies were in high-income settings with homogeneous samples, narrow psychological outcome focus, and expert-led models. No studies integrated traditional healing systems or assessed physical, social, or spiritual well-being, and tailoring was absent. The Buddhist grounding suggests relevance for culturally congruent interventions in Buddhist-majority low- and middle-income countries, where future research should prioritize collaboration with local specialists.

Study at a glance

Abstract

Abstract Second-generation mindfulness-based interventions (SG-MBIs) extend typical mindfulness-based interventions (MBIs) by grounding them in Buddhist epistemological and pedagogical frameworks and integrating additional Buddhist-derived practices. Systematic reviews show that MBIs can reduce burnout, distress, anxiety, depression and stress among university students—an issue of increasing global health concern—yet no reviews have specifically examined SG-MBIs in this population. We conducted a scoping review following Joanna Briggs Institute guidance and reported in line with PRISMA-ScR. Prior to searches the protocol was registered with the Open Science Framework ( https://osf.io/fyuqx/ ). Eight electronic databases and grey literature sources were searched for SG-MBIs delivered to university students between 2010 and 2025. Eligible studies included qualitative, quantitative and mixed-methods designs. Two reviewers, an English nursing researcher in the UK and a scholar-monk from Myanmar currently based at Kelaniya university in Sri Lanka, independently screened studies, extracted data and synthesized findings. Sixteen publications describing eleven unique SG-MBIs were identified. Across the studies, 649 university students participated in SG-MBI interventions. Most interventions were delivered in high-income settings, with demographically homogeneous samples, narrow psychological outcome focus and predominantly expert-led models. SG-MBIs appeared safe and potentially effective as holistic health-promotion interventions within higher education. However, no studies reported integration with traditional healing systems, few assessed physical, social or spiritual well-being, and tailoring or personalisation were almost entirely absent. This should be addressed in future studies. The Buddhist grounding of SG-MBIs suggests relevance for culturally congruent, scalable interventions, particularly in Buddhist-majority low- and middle-income countries. Future research should prioritize collaboration between researchers in high-income countries and specialists in Buddhist-majority LMICs to support development of culturally appropriate and sustainable interventions.