Mindfulness-Based Intervention in Schools: Addressing Social Media Burnout and Enhancing Well-Being in Adolescents.
Süleyman Ünlü, Kıvanç Uzun, Gökmen Arslan
Children (Basel, Switzerland) June 23, 2025 DOI: 10.3390/children12070826
Summary
Adolescents participating in a mindfulness-based intervention showed remarkable improvements in subjective well-being and reduced social media burnout. Out of 138 screened high school students in Türkiye, 32 were randomly assigned to either a six-week intervention group or a control group. The experimental group (n = 16) experienced significant enhancements in well-being, with effects sustained even 30 days later. These findings underscore the potential of school-based mindfulness programs as effective tools for promoting psychological resilience and digital well-being among young people.
Abstract
Background: This study examined the effectiveness of a mindfulness-based psychoeducational intervention in addressing social media burnout and enhancing subjective well-being among adolescents. Methods: A total of 138 high school students in Türkiye were screened, and 32 were randomly assigned to either an experimental group (n = 16) receiving a six-week intervention or a control group (n = 16) receiving no treatment. The intervention included weekly sessions focused on present-moment awareness, digital detox strategies, emotional regulation, and self-compassion. Data were collected using self-report scales measuring social media burnout and subjective well-being, and were analyzed using non-parametric statistical tests, including the Mann-Whitney U test and the Wilcoxon Signed-Rank test. Results: The results demonstrated significant improvements in the experimental group, including reduced burnout and enhanced well-being, with the effects sustained at a 30-day follow-up. Conclusions: These findings suggest that school-based mindfulness programs can serve as effective and scalable tools to foster psychological resilience and digital well-being in adolescents.