Mindfulness and resilience: The experiences of global majority students in a mindfulness intervention Programme at a UK university

A qualitative study at one UK university in 2023 explored how global majority (Black or Asian) students experienced a mindfulness intervention programme. Through four focus groups, four themes emerged: mindful resistance against external othering, embodied mindfulness and internalized oppression, mindfulness as visibility and collective healing, and comfort in connection. Students turned discriminatory experiences into growth narratives; connection to family and friends served as a protective mechanism. The findings suggest universities should provide opportunities for global majority students to share accountability for their mental health and highlight the importance of wellbeing support for those with protected characteristics.

Study at a glance

Abstract

Abstract Wellbeing in higher education (HE) in the United Kingdom has been increasingly prioritised for many institutions, with a growing demand for student support requests. There are various determinants in life that can influence mental health. As such, protected characteristics, including race, can indicate that students who are Black or Asian (global majority (GM)) may be more prone to mental health concerns. Consequently, universities are becoming increasingly concerned and held accountable for student outcomes. Advocating mindfulness as a preventative intervention may help to improve students' perceptions of wellbeing, mental health literacy and self‐awareness. In doing so, mindfulness can support resilience and the development of coping strategies for negotiating university stressors and beyond. This qualitative study sought to explore HE GM students' experiences of a mindfulness intervention programme (MIP) at one UK university in 2023. Using thematic analysis of data collected across four focus group interviews, four themes were identified: (i) mindful resistance: confronting external othering, (ii) embodied mindfulness and internalised oppression: healing the inner cost of survival, (iii) mindfulness as visibility, voice and collective healing and (iv) comfort in connection. The students demonstrated an aptitude for acknowledging discriminatory critical moments in their lives and how they turned these into inspiring growth narratives. Importantly, the connection to family and friends was a key indicator of comfort and acted as a protective mechanism to the barriers they faced. The students shared insights into how mindful they were across the intervention, reflecting on the use of strategies to support wellbeing despite having had to face the struggles of othering and racism throughout their life. Our conclusions have implications for university and pastoral systems in how they negotiate and provide opportunities for GM students to devolve the accountability for their own mental health and highlight the significance of wellbeing support across HE for those with protected characteristics.