Perspectives of Indigenous University Students in Canada on Mindfulness-Based Interventions and their Adaptation to Reduce Depression and Anxiety Symptoms

Indigenous university students face high rates of anxiety and depression due to colonialism, racism, and discrimination. Mindfulness-based interventions (MBIs) may help but need cultural adaptation. In a three-part qualitative study with 14 Indigenous students (average age 28.92), participants emphasized that an adapted MBI should include traditional Indigenous practices, Indigenous facilitators, holistic mental health concepts that incorporate spirituality, and flexible, accessible methods. Based on their feedback, the researchers developed an outline for the Miyowâyâwin Mindful Wellbeing Program, which students rated favorably for cultural consistency and safety. The findings confirm that mindfulness programs are perceived as acceptable and consistent with Indigenous cultures when adapted appropriately.

Study at a glance

Abstract

Abstract Objectives Indigenous university students experience high rates of anxiety and depression due primarily to the pernicious and persistent effects of colonialism, racism, and discrimination. Mindfulness-based interventions (MBIs) hold promise, but likely require adaptation to make them culturally relevant for Indigenous peoples. We sought to gather Indigenous students’ perspectives on the consistency and adaptability of MBIs for Indigenous students experiencing symptoms of depression and anxiety. Method This three-part longitudinal investigation employed a qualitative design mixed with Indigenous research methods to elicit feedback from students ( n = 14; M age = 28.92) on the acceptability of MBIs and ways to tailor MBIs to make them more consistent with Indigenous cultures and student lifestyles. We subsequently used this feedback to develop an outline for an adapted MBI that was then re-evaluated by the same participants for its cultural relevance and safety. Results Indigenous students emphasized the need for the adapted MBI to incorporate (a) traditional Indigenous practices; (b) Indigenous facilitators; (c) holistic conceptualizations of mental health that include spirituality; and (d) practices and methods that could improve flexibility and accessibility of the adapted intervention. Based on this feedback, we presented students with an outline of an adapted MBI tentatively titled Miyowâyâwin Mindful Wellbeing Program , which received favorable evaluations by students for cultural consistency and safety. Conclusions We confirmed the perceived acceptability and consistency of mindfulness and mindfulness programs with Indigenous cultures. The need for a flexible MBI that centers Indigenous elements and Indigenous facilitators was highlighted by Indigenous participants. This study paves the way for latter steps of the development and subsequent evaluation of the Miyowâyâwin Mindful Wellbeing Program . Preregistration This study is not preregistered.