Exploring the transforming nature of a mindfulness course

ABSTRACT

Increasing pressure and demands on students in higher education to perform and succeed has contributed to unprecedented levels of student stress, leading to poor academic performance and mental health. Universities are positioned to take proactive measures by creating environments that support student learning and minimise anxiety, such as incorporating mindfulness concepts. Previous research on mindfulness practice shows potential to benefit healthy people in the general population, yet few studies consider the environment in structured student experiences of learning mindfulness in higher education. In this qualitative research study, we explored the learning experiences of 58 students enrolled in a university mindfulness and well-being course, as to what factors they felt contributed most to their learning experience. Using thematic data analysis (Clarke & Braun, 2016) from weekly student responses to 3–5 qualitative questions, we generated themes from students’ course experiences that determined the establishment of a conducive learning environment. These experiential themes fit together as an archetype, a model we titled ‘Mindful University-Student Learning Community’ containing three sequential categories: 1) creating a safe learning environment; 2) transitional state; and 3) a community of mindful individuals. Our findings indicate that universities can implement mindful teaching practices that help to foster a conducive learning environment, supporting students’ psychological well-being and successful engagement with academic materials.

KEYWORDS:

• Mindfulness
• well-being
• learning environment
• psychological safety
• higher education
• community

Disclosure statement

There is no funding to disclose and no declaration of conflict of interest to report.

Additional information

Notes on contributors

Laura B. Holyoke

Laura B. Holyoke, Ph.D. is the Interim Department Chair of Leadership & Counseling and an Associate Professor of Adult, Organizational, Learning and Leadership programme at the University of Idaho in Moscow, Idaho. She researches and practices profound living and organisational health and is a certified international mindfulness facilitator at the professional level. Dr. Holyoke can be contacted by email at [email protected].

Kathryn Schiffelbein

Kathryn Schiffelbein, Ph.D. directs the Diversity, Inclusion, and Outreach Programme in the College of Engineering at the University of Idaho in Moscow, Idaho. She studies and practices organisational health and well-being in her international work and in her community. Dr. Schiffelbein can be contacted by email at [email protected].

Elizabeth Bryant

Elizabeth Bryant, M.S. is the director of North Idaho AHEC for the Medical Education Programme (WWAMI). Ms. Bryant can be contacted by email at [email protected].

Jamie Derrick

Jamie Derrick, Ph.D., is an Associate Clinical Professor of Psychology and the founder of UI Mind Mindfulness Education Programme at University of Idaho. She is a licenced Clinical Psychologist specialising in mindfulness-based depth therapies, Certified Mindfulness Teacher & Practice Mentor, and Certified Yoga Teacher. Dr. Derrick can be contacted by email at [email protected].