Mindfulness matters in the classroom: A pilot study of a university-wide classroom-based brief mindfulness program.
Jesse Honsky, Marjorie N Edguer, Elizabeth R Click, Suzanne Rusnak, Barbara Burgess van Aken, Matthew A Salerno, Kristen A Berg
Journal of American college health : J of ACH July 25, 2023 DOI: 10.1080/07448481.2023.2237596 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Observational pilot study Qualitative Peer reviewed |
|---|---|
| Sample size | 133 |
| Population | Students at a private midwestern research-intensive university taking courses from trained faculty |
| Intervention | Brief classroom-based mindfulness activities |
| Duration | Semester-long program |
| Topics | Meditation |
| Keywords | Humans Pilot projects Stress, psychological Universities Female Young adult Surveys and questionnaires Well-being Classroom University students Higher education |
| Key findings | Students who participated in the semester-long brief classroom-based mindfulness program reported reduced levels of stress and increased mindfulness. Qualitative data indicate that students found the program beneficial. The authors conclude that such faculty-led activities may benefit students in higher education and call for more research. |
Abstract
Objective: The aims of this pilot study were: first, to assess the impact of a brief classroom-based mindfulness program on students' reported levels of mindfulness, well-being, and stress; and, second, to understand students' experiences of participating in the program.Participants: Students at a private midwestern research-intensive university, 133 (16%) students completed either the study's pretest or post-test survey.Methods: The study had an observational design using pre- and post-test survey responses from students taking courses from faculty who were trained to facilitate brief classroom-based mindfulness activities.Results: Students who participated in the semester-long program reported reduced levels of stress and increased mindfulness. Qualitative data indicate that students found the program to be beneficial.Conclusions: Brief classroom-based mindfulness activities led by faculty may have benefits for students in higher education settings. More research is recommended to better understand the impact of mindfulness in the classroom on students and faculty.