The confidence to cope: Building well-being tools in a university mindfulness course.

A university for-credit mindfulness course helped students gain confidence in navigating life challenges and improved their mental and emotional well-being. The course, offered over 15 weeks from 2019 to 2024, was evaluated using 522 student course evaluations, 64 surveys, and transcripts from two student panels. Data were analyzed through both qualitative and quantitative methods. The findings suggest that integrating well-being courses into the curriculum and faculty training is a promising practice for higher education institutions aiming to sustainably support student mental health.

Study at a glance

Abstract

Objective: This study explores the impact of a university for-credit mindfulness course on student well-being beliefs and behaviors, and the extent to which the course contributed to student self-efficacy in managing their well-being. Participants include university students who completed a 15-week Introduction to Mindfulness course during the years 2019-2024. Methods: Data were drawn from 522 student course evaluations, 64 surveys, and transcripts from two student panels. Utilizing a qualitative and quantitative approach, data were triangulated across sources, analyzed, and thematically coded. Results: Findings indicate the course contributed to student confidence in navigating life challenges and enhancing mental and emotional well-being. Conclusions: As institutions of higher education seek to sustainably integrate well-being and mental health into the student experience, these findings indicate a promising practice for including well-being courses in the curriculum and in faculty training.