Effectiveness of Mindfulness on Student Anxiety and Depression During the COVID-19 Pandemic: A Systematic Review and Meta-Analysis.

During the COVID-19 pandemic, anxiety and depression were the most common psychological issues among students. Mindfulness interventions moderately reduced anxiety (standardized mean difference = -0.71) and depression (standardized mean difference = -0.53), based on a meta-analysis of 31 experimental studies for anxiety and 24 for depression. The findings suggest mindfulness can help students facing psychological challenges during educational crises, though more high-quality research is needed to confirm the true impact.

Study at a glance

Abstract

Anxiety and depression are the most common psychological issues experienced by students during the COVID-19 pandemic. Mindfulness has been suggested as a potential solution to these issues; however, limited studies have evaluated its effectiveness. This study aimed to synthesize experimental studies that measure the effectiveness of mindfulness in reducing student anxiety and depression during the COVID-19 pandemic. A comprehensive systematic search across 11 databases was conducted from inception to September 9, 2024. The quality of the included studies was assessed using the Joanna Briggs Institute checklists. A random-effects model with a standardized mean difference (SMD) was employed to determine the effect sizes. Thirty-one experimental studies reported on anxiety, and 24 reported on depression. The overall effect size was moderately significant for reducing anxiety (SMD = -0.71, 95% CI = -1.02 to -0.39, p < 0.0001) and depression (SMD = -0.53, 95% CI = -0.81 to -0.25, p = 0.0002). These findings can inform policies regarding the application of mindfulness for students facing psychological challenges due to educational-related crises. Further high-quality studies are essential to determine the true impact of mindfulness.