Mindfulness Matters: The Experience of Mindfulness Activity Facilitation by Faculty
Elizabeth R. Click, Marjorie Nigar Edguer, Jesse Honsky, Matthew Salerno, Barbara Burgess-Van Aken, Suzanne Rusnak, Kristen A. Berg
Building Healthy Academic Communities Journal February 4, 2025 DOI: 10.18061/bhac.v9i1.9746 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Pilot study Peer reviewed |
|---|---|
| Sample size | 8 |
| Population | University faculty teaching undergraduate and graduate students at a private midwestern research-intensive university |
| Intervention | Mindfulness activities |
| Topics | Meditation |
| Key findings | Faculty perceived brief mindfulness activities as beneficial for students' well-being and mental health, helping transitions into the classroom, fostering connection and community, demonstrating care, and supporting faculty's own self-development and well-being. |
Abstract
Background: Faculty and students have experienced increased stress and challenges over the past years. Mindfulness is a strategy that has been used in classrooms to help manage those challenges; however, there is limited research on the faculty experience of leading mindfulness activities in the classroom.
Aim: This research aimed to explore how university faculty perceive the experience of using brief mindfulness activities in the classroom.
Methods: This pilot study examined use of brief instructor-led mindfulness activities in the classroom. A descriptive qualitative design was used to examine faculty perceptions associated with leading mindfulness activities. Eight faculty teaching undergraduate and graduate students at a private midwestern research-intensive university, from four different schools, participated.
Results: Faculty perceived the brief mindfulness activities they led as encouraging students’ well-being and mental health, helping students to transition into the classroom, fostering connection and community among faculty and students, demonstrating care and support of students, and helping faculty support their own self-development and well-being.
Conclusions: Leading brief mindfulness activities in the classroom provides benefits for faculty. Faculty perceive those practices to also be beneficial for students. More qualitative research is recommended to better understand the comprehensive effects and experiences associated with mindfulness practice in the classroom.