Mindfulness-Based Interventions for Improving Student Learning and Well-Being

Abstract

Mindfulness-Based Interventions (MBIs) which function as structured programmes for training people to maintain non-judgmental focus on their current experience have gained research attention as an effective non-drug treatment approach to resolve two main problems which affect higher education students their decreasing mental health and their stagnant academic participation. The research combines findings from experimental and quasi-experimental investigations which studied MBI programs at universities to assess their impact on four separate areas which include psychological health (stress and anxiety and depression and burnout), sleep patterns and academic achievement, and students capacity to concentrate. The research compares ten MBI programs which appear in Table 1 to examine their effectiveness through Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) and app-delivered MBIs and mindfulness-based yoga and academic skill-integrated mindfulness protocols. The research analyzes the methods through which mindfulness training achieves its results while evaluating the obstacles which prevent Indian universities from adopting mindfulness training programs and presents the PEACE implementation model as a suitable method which universities can use to introduce mindfulness programs. Keywords: mindfulness-based interventions, MBSR, MBCT, student well-being, academic stress, learning outcomes, attention training, higher education, mental health, PEACE model.