Effect of Mindfulness-Based Interventions (Western and Indian Approaches) on Stress Reduction and Academic Performance in an Undergraduate Physiotherapy Student.

A 12-week mindfulness-based intervention combining Western practices (mindful breathing, body scan, non-judgmental awareness) with Indian contemplative practices (Dhyana, Pranayama, mantra-based mindfulness, Sakshi Bhava) reduced perceived stress and improved academic performance in a single undergraduate physiotherapy student experiencing academic difficulties. Stress was measured with the Perceived Stress Scale, and academic performance was tracked across three internal assessments. The findings suggest that such integrated mindfulness programs may help reduce academic stress and enhance learning outcomes in physiotherapy education.

Study at a glance

Abstract

Background: Undergraduate Bachelor of Physiotherapy (BPT) students are frequently exposed to high academic demands, making them vulnerable to stress that can adversely affect learning and academic performance. Students with persistent academic difficulties often experience heightened stress, reduced concentration, and low self-efficacy. Mindfulness-Based Interventions (MBIs), derived from both Western psychological models and Indian contemplative traditions, have shown promise in reducing stress and enhancing cognitive functioning, yet evidence in physiotherapy education remains limited. Objective: To evaluate the effect of an integrated Western and Indian Mindfulness-Based Intervention on perceived stress and academic performance in an undergraduate BPT student experiencing academic difficulties. Methods: A single-case study design was employed. Perceived stress was assessed using the Perceived Stress Scale (PPS), and academic performance was evaluated using marks obtained in three consecutive internal assessments. The participant underwent a 12-week structured MBI program incorporating Western mindfulness practices (mindful breathing, body scan, non-judgmental awareness) and Indian practices (Dhyana, Pranayama, mantra-based mindfulness, and Sakshi Bhava). Results: Post-intervention assessment revealed a substantial reduction in perceived stress scores, along with a progressive improvement in academic performance across three subsequent internal assessments. The findings suggest a positive association between stress reductions through mindfulness practices and enhanced academic outcomes. Conclusion: The integrated application of Western and Indian MBIs appears to be a feasible and effective non-pharmacological approach for reducing academic stress and improving academic performance in undergraduate physiotherapy students. Incorporation of mindfulness-based strategies within physiotherapy education may support student well-being and academic success.