Evaluation of curricular mindfulness micro-interventions to support college student resilience: a pilot study.
Sarah Lee, Caroline Umeda, Gina Tucker-Roghi, Benjamin D Rosenberg, Kiara Gutierrez, Savannah Dale, Lauren Kirkland
Journal of American college health : J of ACH March 28, 2025 DOI: 10.1080/07448481.2025.2479702 via PubMed
Summary
AI-generated from the abstractEmbedding brief resilience exercises into college courses is feasible and well received by students and faculty. In a mixed-methods study at a small university, 12 faculty were randomly assigned to either implement or not implement curricular micro-interventions; 267 students completed surveys before, during, and after the term. Qualitative feedback from six faculty in the experimental group showed the interventions were practical to deliver, and students reported positive effects on their lives. The findings suggest that classroom-based resilience micro-interventions can support student well-being, though long-term impact and scalability remain to be tested.
Study at a glance
| Characteristics | Mixed-methods quasi-experimental design Pilot study Qualitative Peer reviewed |
|---|---|
| Sample size | 267 |
| Population | Students and faculty at a small university |
| Intervention | curricular resilience micro-interventions |
| Topics | Meditation |
| Keywords | Access and equity Curricular micro-interventions Implementation feasibility Resilience |
| Key finding | Curricular resilience micro-interventions are feasible to implement in the classroom and are perceived by students and faculty as having a positive impact on student resilience and well-being. |
Abstract
Objective: This study addressed two research questions: (1) What is the feasibility of embedding curricular resilience micro-interventions across campus at a small university? (2) How do students and faculty describe their experiences of participating in resilience micro-interventions? Participants: 12 faculty, 267 students. Methods: Mixed-methods, quasi-experimental design. Faculty were randomly assigned to either implement curricular micro-interventions (the experimental group) or not (the control group). Student participants completed three surveys: pre-, mid-, and post-test. Six experimental group faculty completed a post-study focus group. Results: Qualitative data indicated micro-interventions are feasible to implement (RQ1), and students responded well and perceived a positive impact on their lives (RQ2). Conclusions: Resilience micro-interventions are feasible to implement in the classroom and show promise for supporting student resilience and well-being. Future research directions include studying their long-term impact, scalability, and effectiveness in diverse educational contexts.