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Designing scalable micro‑interventions for student wellbeing in higher education: a comparative study of digital and
Emma C Palmer-Cooper1, Hannah Walmsley1, Caitlin Foster1
1Centre for Innovation in Mental Health, School of Psychology, University of Southampton, Hampshire, U.K.
Background:
Mindful colouring is a low-effort intervention that improves student wellbeing and mindfulness. However, the effectiveness of different colouring formats remains unclear.
Aims:
This study evaluated a self-guided mindful colouring intervention for university student wellbeing, comparing outcomes between paper and digital formats.
Methods:
In this quasi-experimental study (non-random time-based allocation), 297 participants between 18-26 years of age completed ≥6 colouring sessions over two weeks in their allocated format (paper: n = 134; digital: n = 163). Participants self-reported perceived stress (PSS), anxiety (STAI-S/T), depression (HADS-D), quality-of-life (MQLI), and dispositional mindfulness (MAAS). Effects over time and group were investigated with linear mixed‑effects models.
Results:
Across both groups, mindful colouring was associated with significant improvements in stress (η2p = .26), mindfulness (η2p = .10), quality-of-life (η2p = .12), and self-reported symptoms of depression (η2p = .17), trait anxiety (η2p = .16), and state anxiety (η2p = .03). Results highlight that poorer baseline wellbeing led to larger improvements. There were no significant time x group interactions.
Conclusions:
Mindful colouring is a feasible, low-cost, scalable intervention that is associated with improved student wellbeing over two weeks. Digital colouring may therefore be suitable to enhance accessibility and portability of intervention materials in resource-limited settings.