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Related Experiment Video

Updated: Feb 26, 2026

Mindfulness in Motion MIM: An Onsite Mindfulness Based Intervention MBI for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement
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Integrating mindfulness into the academic curriculum: A qualitative study.

Emily Dunuwila1, Elizabeth C Lockerby1, Elizabeth R Mackenzie1

  • 1Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania, USA.

Journal of American College Health : J of ACH
|June 5, 2025
PubMed
Summary

A for-credit undergraduate mindfulness course proved feasible and effective. It helped students develop mindfulness practices, enhancing wellbeing and stress management for a more meaningful college experience.

Keywords:
Contemplative educationKoru MindfulnessMIEAcontemplative pedagogymeditationmindfulness

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Area of Science:

  • Contemplative Education
  • Undergraduate Psychology
  • Student Wellbeing

Background:

  • Undergraduate students frequently experience high stress levels, indicating a need for university-based support systems.
  • Meditation-based programs show promise in fostering student wellbeing and resilience.
  • Mindfulness interventions are increasingly explored for their potential to mitigate academic stress.

Purpose of the Study:

  • To assess the feasibility of a for-credit undergraduate mindfulness course.
  • To evaluate the course's effectiveness in developing student mindfulness practices.
  • To investigate the course's impact on students' healthy development and overall quality of life.

Main Methods:

  • Qualitative data collection through focus groups, individual interviews, and student reflection essays.
  • Grounded theory and phenomenological analysis were employed for data interpretation.
  • Study involved 29 undergraduate participants across Fall 2021 and Spring 2023 semesters.

Main Results:

  • Six key themes emerged: learning to practice, self-awareness, self-acceptance, self-regulation, applying practices, and quality of life.
  • The course structure successfully integrated mindfulness practice within a didactic curriculum.
  • Participants demonstrated enhanced wellbeing and improved stress management skills.

Conclusions:

  • Embedded contemplative education can significantly enhance holistic student learning.
  • Mindfulness courses can make the college experience less stressful and more meaningful.
  • Findings support the integration of mindfulness into higher education curricula for improved student outcomes.