A Qualitative Inquiry into Mindfulness Practices Among College Students in India and the United States: Definitions, Challenges, and Strategies

Summary

College students in India and the U.S. have different perceptions and practices of mindfulness. Students in the U.S. emphasize self-awareness and consideration of others, while Indian students focus more on meditation. Distraction is a major barrier for Indian participants, whereas emotional and interpersonal difficulties are more common among U.S. students. The study identified various strategies to overcome these challenges, highlighting the importance of culturally informed mindfulness interventions for diverse student populations.

Study at a glance

Abstract

Abstract Objectives Mindfulness, rooted in Buddhist philosophy, has gained global prominence for its psychological benefits. However, cultural contexts influence how mindfulness is defined and practiced. This exploratory study examined perceptions and practices of mindfulness among college students in India ( n = 512) and the United States (U.S.) ( n = 508). Method Students responded to open-ended questions assessing the definitions, challenges, and strategies related to mindfulness. Responses were analyzed using inductive content analysis within a post-positivist/realist framework, with reflexive team discussions used to support transparency and analytic rigor. Results Seven content categories were identified for definitions of mindfulness, with students in the U.S. more frequently emphasizing awareness of self and/or environment and consideration of others in their definitions. Twelve content categories were identified in examples of mindfulness practice, revealing that students in India more commonly practiced meditation, whereas U.S. students were more likely to engage in physical activity, reflective practices, spiritual/religious practices, and consideration of others. Perceived challenges to mindfulness fell into five content categories. Indian participants most often cited distraction as a key barrier, while U.S. participants more frequently reported emotional and interpersonal difficulties. Perceived strategies to overcome challenges included psychological, behavioral, and physiological approaches, with cultural nuances evident in strategy preference. Conclusions Findings highlight key cross-cultural similarities and differences, emphasizing the need for culturally informed mindfulness interventions. This research provides insight into how college students from diverse cultural backgrounds conceptualize and engage with mindfulness practices, supporting future efforts to tailor mindfulness-based programs for students in higher education. Preregistration This study was not preregistered.

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