Evaluating the Impact of a Sit Spot Mindfulness Practice on Students’ Connectedness to Nature, Mental Wellbeing, and Mindfulness
Kelsey S. Bitting, Jill McSweeney, Elyssa Kaufman, Kira Campagna
Innovative Higher Education May 18, 2026 DOI: 10.1007/s10755-026-09917-1 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Mixed-methods Qualitative Peer reviewed |
|---|---|
| Population | College students in two courses in different disciplines |
| Intervention | Nature-based mindfulness practice |
| Measures | nature connectedness, positive and negative affect, mindful attention awareness |
| Topics | Meditation |
| Key points | The nature-based mindfulness practice produced statistically significant improvements in mindfulness, nature connectedness, and positive affect, and reductions in negative affect, with small to large effect sizes. Qualitative reflections showed benefits in self-awareness, positive emotions, behavior changes, wellbeing, goal setting, and academics, with variation by course and enrollment reason. |
Abstract
Abstract College students frequently struggle with their mental wellbeing, and stress and anxiety decrease academic performance, satisfaction, and completion. A variety of systemic approaches are needed to address undergraduate mental wellness, including pedagogies of wellness through which faculty create restorative learning spaces that buffer students against negative mental health outcomes. Mindfulness practices and exposure to natural environments have been linked to a range of positive health outcomes such as improvement in mood and reduction of physiological stress. This research utilized a mixed-methods approach to evaluate the impact of a brief, repeated nature-based mindfulness practice in college courses in two separate disciplines on student connectedness to nature, positive and negative affect, and mindful attention awareness. Quantitative analyses of the matched dataset showed statistically significant benefits for both classes in all areas with small (mindfulness), medium (nature connectedness) and large (positive and negative affect) effect sizes. Qualitative coding of student reflections after the activity indicated benefits for students’ self-awareness, positive emotions, beneficial behavior changes, general wellbeing, goal or intention setting, negative emotions, and academic benefits. Student reflections varied in systematic ways that corresponded to the course in which they were enrolled, while nature connectedness outcomes varied in one course according to why students were enrolled in the course. Instructors across disciplines can incorporate this assignment into their courses to help students achieve these beneficial outcomes, while also connecting it to their specific disciplinary content.
Comparable studies
Other qualitative studies on meditation, most cited first.
Citations in the library
Cites 6
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- Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study. Nurse Education Today March 2017
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and 1 more in the library