Practicing Loving-Kindness Meditation to Promote Mental Wellness: A Qualitative Study of Doctoral Students' Experience

Doctoral students who practiced loving-kindness meditation during synchronous online classes mostly found it difficult, struggled with mind-wandering, and often skipped sessions when rushed or overwhelmed. A minority reported stress relief and shifts in perspective toward others. The qualitative study of 25 working adults in a Doctor of Education program suggests that advanced meditation methods should be scaffolded with introductory techniques and that students need time to adjust before meditating. The findings highlight the need for more research on making loving-kindness meditation feasible and effective for doctoral students, whose mental health concerns receive less attention than those of undergraduates.

Study at a glance

Abstract

Aim/Purpose: The mental health crisis of graduate students is often overlooked, though this population may experience higher rates of stress and anxiety than undergraduates. The purpose of this study was to describe perceptions and experiences of students practicing loving-kindness meditation (LKM) during synchronous online Doctor of Education classes at a large university. Background: Doctoral students’ mental health remains a prominent international concern. In recent years, more attention has been given to factors affecting graduate students’ well-being and psychological distress. Mindfulness-based interventions have shown promising mental health outcomes in higher education. Methodology: Qualitative research was used to examine the experiences of 25 doctoral students, mainly working adults from education and other backgrounds. Weekly, written responses on meditation practice were collected using a confidential online survey, and focus groups were conducted to provide additional insight. MAXQDA software was used to conduct thematic data analysis. Contribution: This study contributes to the growing body of knowledge on loving-kindness meditation as a mental health intervention with higher education students. It adds to the virtually non-existent literature on doctoral students’ experiences with meditation. LKM has also been associated with reducing anxiety and stress in adolescents and with burnout prevention initiatives. Findings: Most participants perceived LKM as a difficult practice, struggled with mind-wandering during sessions, and did not engage if they felt rushed or overwhelmed. A smaller number of students reported experiencing stress relief and changes in perspective towards others. Recommendations for Practitioners: Advanced meditation methods like LKM should be scaffolded by having students initially study an introductory meditation method. Students also need time to adjust to class before engaging in meditation. Recommendation for Researchers: Researchers should continue to explore factors affecting the feasibility and efficacy of LKM to enhance well-being and reduce psychological distress, informing effective intervention designs and approaches. Impact on Society: The study underscores the importance of addressing the concerning mental health issues faced by doctoral students, an issue that receives less attention compared to undergraduate research on the topic. Additional research will help to normalize LKM as a valid, beneficial practice for mental health in academia and professional environments. Future Research: Future research should include longer-term studies to ascertain whether students’ experiences and perspectives change after greater doses of LKM, examine facilitation delivery, and conduct mixed-methods studies on LKM with doctoral students.