The Impact of Integrating Mindfulness in the Classroom on Well-Being and Academic Success Among College Students During Covid-19 and Beyond
Bibliographic Data
| ID | 5936080 |
|---|---|
| Authors | Promethi Das Deep (0009-0006-8974-0997, Sam Houston State University, corresponding author), Yixin Chen (0000-0001-7330-2366, Sam Houston State University, corresponding author), Nitu Ghosh (0000-0002-5744-1670, Sam Houston State University), Iftekhar Ibne Basith, Iftekhar Basith (0000-0002-6605-5966, Sam Houston State University) |
| Year | 2025 |
| Volume | 14 |
| Issue | 4 |
| Pages | 218 |
| Publication date | 2025-03-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci14040218 |
| OpenAlex | W4409000793 |
| Language | EN |
| Citations received | 2 |
| References cited | 39 |
The rapid transition to online learning prompted by the COVID-19 pandemic created significant challenges for college students. One critical issue was its impact on mental health, as there were widespread reports of increased anxiety and stress among college students. This qualitative narrative review explores mindfulness practices as an effective intervention to support students' well-being and boost academic performance during such a crisis and beyond. This paper utilizes SANRA (Scale for the Assessment of Narrative Review Articles) guidelines to ensure a systematic and transparent synthesis of the literature. A total of 18 studies published in international peer-reviewed journals between 2020 and 2024 were included in the review. Mindfulness techniques have reduced stress, helped with emotional regulation, alleviated anxiety, and improved cognitive functions. Mindfulness programs have demonstrated success in helping students manage the uncertainties of online learning and the social isolation the pandemic lockdowns produced. Moreover, such techniques help students build resilience by boosting self-awareness and increasing student engagement with course material. This review highlights the effectiveness of these techniques in supporting students and educators during the COVID-19 pandemic and in the post-pandemic context. It offers valuable insights for educators and policymakers in navigating both crisis-driven challenges and future advancements in education
2019-20 coronavirus outbreak · Coronavirus disease 2019 (COVID-19 · Mathematics education · Medical education · Mindfulness · Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2 · Clinical Psychology · COVID-19 and Mental Health · Medicine · Mindfulness and Compassion Interventions · Psychological Well-being and Life Satisfaction · Psychology
Conceptual and methodological issues in research on mindfulness and meditation.
Sanra—a scale for the quality assessment of narrative review articles
Mindfulness-based interventions
The effects of a mindfulness-based program on higher education students
Mexico’s Higher Education Students’ Experience During the Lockdown due to the Covid-19 Pandemic
Mindfulness and its relationship to academic achievement among university students
The Influence of Student–Instructor Communication Methods on Student Engagement and Motivation in Higher Education Online Courses During and After the Covid-19 Pandemic
A Systematic Review of Mindfulness-Based School Interventions on Social Emotional Outcomes with Adolescents
Enhanced academic motivation in university students following a 2-week online gratitude journal intervention
Effects of the Covid-19 pandemic on mental health, anxiety, and depression
Group Nature-Based Mindfulness Interventions
Students experiences of an 8-week mindfulness-based intervention at a college of opportunity
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |