Evaluation of curricular mindfulness micro-interventions to support college student resilience: a pilot study.
Journal of American college health : J of ACH – March 28, 2025
Source: PubMed
Summary
Embedding resilience micro-interventions in university curricula is both feasible and beneficial. In a study involving 12 faculty and 267 students, participants reported positive impacts on their well-being, with qualitative feedback highlighting the effectiveness of these micro-interventions. Faculty implementing these strategies noted significant improvements in student resilience. This approach not only supports student well-being but also promotes access and equity in educational settings. The findings suggest that such interventions can be scaled effectively to enhance mindfulness and resilience among diverse student populations.
Abstract
Objective: This study addressed two research questions: (1) What is the feasibility of embedding curricular resilience micro-interventions across campus at a small university? (2) How do students and faculty describe their experiences of participating in resilience micro-interventions? Participants: 12 faculty, 267 students. Methods: Mixed-methods, quasi-experimental design. Faculty were randomly assigned to either implement curricular micro-interventions (the experimental group) or not (the control group). Student participants completed three surveys: pre-, mid-, and post-test. Six experimental group faculty completed a post-study focus group. Results: Qualitative data indicated micro-interventions are feasible to implement (RQ1), and students responded well and perceived a positive impact on their lives (RQ2). Conclusions: Resilience micro-interventions are feasible to implement in the classroom and show promise for supporting student resilience and well-being. Future research directions include studying their long-term impact, scalability, and effectiveness in diverse educational contexts.