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

College students in India and the United States define and practice mindfulness in culturally distinct ways. In a survey of 512 Indian and 508 U.S. students, U.S. students more often defined mindfulness as awareness of self, environment, and consideration of others. Indian students more commonly practiced meditation, while U.S. students favored physical activity, reflective practices, spiritual or religious practices, and consideration of others. Distraction was the main barrier for Indian participants, whereas U.S. participants reported emotional and interpersonal difficulties. Strategies to overcome challenges also varied culturally. The findings emphasize the need for culturally informed mindfulness interventions for college students.

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.