Contemplative practice and resilience: sustainability pedagogy to support wellbeing and transformation
Journal of Environmental Studies and Sciences January 31, 2026 Lissy Goralnik, Laurie Thorp, Robert B. Richardson 1 citation
A course integrating contemplative practices with content on individual, community, and social-ecological resilience improved undergraduate wellbeing in three ways: a short-term boost following class sessions, a moderate increase in coping capacity over the semester, and, for some students, lasting lifestyle changes that helped them transcend previous challenges. However, many students experienced persistent stress and limited coping capacity that hindered their readiness for sustainability learning and action. The findings inform the design of sustainability pedagogies and strategies to address the mental health crisis on U.S. campuses.