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Integrating mindfulness into the academic curriculum: A qualitative study.

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Title: Integrating mindfulness into the academic curriculum: A qualitative study.
Authors: Dunuwila, Emily (AUTHOR), Lockerby, Elizabeth C. (AUTHOR), Mackenzie, Elizabeth R. (AUTHOR), Patel, Deven M. (AUTHOR)
Source: Journal of American College Health. Jan2026, Vol. 74 Issue 1, p177-185. 9p.
Subjects: Curriculum, Continuing education units, Qualitative research, Focus groups, Stress management, Mindfulness, Undergraduate programs, Educational outcomes, Undergraduates, Pilot projects, Interviewing, Universities & colleges, Statistical sampling, Health, Reflection (Philosophy), Learning, Self-control, Teaching, Developmental psychobiology, Experience, Students, Thematic analysis, Sound recordings, Meditation, Health behavior, Quality of life, Grounded theory, Phenomenology, Self-consciousness (Awareness), Student attitudes, Transition to adulthood, Self-perception, Avoidance (Psychology), Adults
Geographic Terms: Atlantic Coast (Middle Atlantic States), Middle Atlantic States
Abstract: Objective: Most undergraduate students experience high stress levels, necessitating university support. Meditation-based programs can encourage student wellbeing. This research examined the feasibility of a for-credit undergraduate mindfulness course, its effectiveness in helping students develop a mindfulness practice, and its potential impact on healthy development. Participants: Twenty-nine undergraduates participated from Fall 2021 to Spring 2023. Methods: Data were collected through focused group and individual interviews, and student reflection essays, and analyzed using grounded theory and phenomenological analysis. Results: Six themes emerged: learning to practice, self-awareness, self-acceptance, self-regulation, applying practices, and quality of life. The course structure effectively integrated mindfulness practice into a didactic curriculum, supporting students in cultivating a practice in a guided setting, and seemed to enhance wellbeing and stress management for participants in the study. Conclusion: Our findings suggest that embedded contemplative education can enhance whole student learning so that the college experience is both less stressful and more meaningful. [ABSTRACT FROM AUTHOR]
Copyright of Journal of American College Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Integrating mindfulness into the academic curriculum: A qualitative study.
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  Data: <searchLink fieldCode="AR" term="%22Dunuwila%2C+Emily%22">Dunuwila, Emily</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lockerby%2C+Elizabeth+C%2E%22">Lockerby, Elizabeth C.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mackenzie%2C+Elizabeth+R%2E%22">Mackenzie, Elizabeth R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Patel%2C+Deven+M%2E%22">Patel, Deven M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+American+College+Health%22">Journal of American College Health</searchLink>. Jan2026, Vol. 74 Issue 1, p177-185. 9p.
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  Data: <searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Continuing+education+units%22">Continuing education units</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+management%22">Stress management</searchLink><br /><searchLink fieldCode="DE" term="%22Mindfulness%22">Mindfulness</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+programs%22">Undergraduate programs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Health%22">Health</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection+%28Philosophy%29%22">Reflection (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self-control%22">Self-control</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+psychobiology%22">Developmental psychobiology</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Sound+recordings%22">Sound recordings</searchLink><br /><searchLink fieldCode="DE" term="%22Meditation%22">Meditation</searchLink><br /><searchLink fieldCode="DE" term="%22Health+behavior%22">Health behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+of+life%22">Quality of life</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+theory%22">Grounded theory</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Self-consciousness+%28Awareness%29%22">Self-consciousness (Awareness)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Transition+to+adulthood%22">Transition to adulthood</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Avoidance+%28Psychology%29%22">Avoidance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Atlantic+Coast+%28Middle+Atlantic+States%29%22">Atlantic Coast (Middle Atlantic States)</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Atlantic+States%22">Middle Atlantic States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: Most undergraduate students experience high stress levels, necessitating university support. Meditation-based programs can encourage student wellbeing. This research examined the feasibility of a for-credit undergraduate mindfulness course, its effectiveness in helping students develop a mindfulness practice, and its potential impact on healthy development. Participants: Twenty-nine undergraduates participated from Fall 2021 to Spring 2023. Methods: Data were collected through focused group and individual interviews, and student reflection essays, and analyzed using grounded theory and phenomenological analysis. Results: Six themes emerged: learning to practice, self-awareness, self-acceptance, self-regulation, applying practices, and quality of life. The course structure effectively integrated mindfulness practice into a didactic curriculum, supporting students in cultivating a practice in a guided setting, and seemed to enhance wellbeing and stress management for participants in the study. Conclusion: Our findings suggest that embedded contemplative education can enhance whole student learning so that the college experience is both less stressful and more meaningful. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Journal of American College Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191833923
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/07448481.2025.2512961
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 177
    Subjects:
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Continuing education units
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Stress management
        Type: general
      – SubjectFull: Mindfulness
        Type: general
      – SubjectFull: Undergraduate programs
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Undergraduates
        Type: general
      – SubjectFull: Pilot projects
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Universities & colleges
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Health
        Type: general
      – SubjectFull: Reflection (Philosophy)
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Self-control
        Type: general
      – SubjectFull: Teaching
        Type: general
      – SubjectFull: Developmental psychobiology
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Sound recordings
        Type: general
      – SubjectFull: Meditation
        Type: general
      – SubjectFull: Health behavior
        Type: general
      – SubjectFull: Quality of life
        Type: general
      – SubjectFull: Grounded theory
        Type: general
      – SubjectFull: Phenomenology
        Type: general
      – SubjectFull: Self-consciousness (Awareness)
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Transition to adulthood
        Type: general
      – SubjectFull: Self-perception
        Type: general
      – SubjectFull: Avoidance (Psychology)
        Type: general
      – SubjectFull: Adults
        Type: general
      – SubjectFull: Atlantic Coast (Middle Atlantic States)
        Type: general
      – SubjectFull: Middle Atlantic States
        Type: general
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      – TitleFull: Integrating mindfulness into the academic curriculum: A qualitative study.
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              Text: Jan2026
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              Y: 2026
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