Mindfulness-based interventions for student coping in higher education: a systematic review
Advances in Mental Health July 10, 2026 Shameen Naidu, Nicolette V. Roman
Mindfulness-based interventions show promise in reducing stress, anxiety, and depression among higher education students while improving emotional regulation and academic focus. A systematic review of 35 studies from 2012 to 2024 found strengths including institutional adoption and delivery by qualified practitioners, but identified limitations such as geographic bias, homogeneous samples, methodological shortcomings, and lack of long-term follow-ups. Recruitment strategies often excluded marginalized groups. The review underscores the potential of these interventions for student wellbeing and recommends diversifying participant demographics, integrating mindfulness programs within curricula, and employing longitudinal, user-centered designs to enhance scalability and sustainability.