Mindfulness-Based Intervention in Schools: Addressing Social Media Burnout and Enhancing Well-Being in Adolescents.

A six-week mindfulness-based psychoeducational intervention reduced social media burnout and improved subjective well-being among adolescents. Thirty-two high school students in Türkiye were randomly assigned to either the intervention or a control group. The intervention included weekly sessions on present-moment awareness, digital detox strategies, emotional regulation, and self-compassion. Self-report measures showed significant improvements in the experimental group, with reduced burnout and enhanced well-being sustained at a 30-day follow-up. The findings suggest that school-based mindfulness programs can foster psychological resilience and digital well-being in adolescents.

Study at a glance

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.