The Impact of Integrating Mindfulness in the Classroom on Well-Being and Academic Success Among College Students During COVID-19 and Beyond

Promethi Das Deep (), Yixin Chen (), Nitu Ghosh and Iftekhar Ibne Basith
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Promethi Das Deep: School of Teaching and Learning, College of Education, Sam Houston State University, Huntsville, TX 77341-2119, USA
Yixin Chen: Department of Communication Studies, Sam Houston State University, Huntsville, TX 77341-2299, USA
Nitu Ghosh: Department of English, College of Humanities and Social Sciences, Sam Houston State University, Huntsville, TX 77341-2146, USA
Iftekhar Ibne Basith: Department of Engineering Technology, College of Sciences and Engineering Technology (CoSET), Sam Houston State University, Huntsville, TX 77341-2088, USA

Social Sciences, 2025, vol. 14, issue 4, 1-21

Abstract: The rapid transition to online learning prompted by the COVID-19 pandemic created significant challenges for college students. One critical issue was its impact on mental health, as there were widespread reports of increased anxiety and stress among college students. This qualitative narrative review explores mindfulness practices as an effective intervention to support students’ well-being and boost academic performance during such a crisis and beyond. This paper utilizes SANRA (Scale for the Assessment of Narrative Review Articles) guidelines to ensure a systematic and transparent synthesis of the literature. A total of 18 studies published in international peer-reviewed journals between 2020 and 2024 were included in the review. Mindfulness techniques have reduced stress, helped with emotional regulation, alleviated anxiety, and improved cognitive functions. Mindfulness programs have demonstrated success in helping students manage the uncertainties of online learning and the social isolation the pandemic lockdowns produced. Moreover, such techniques help students build resilience by boosting self-awareness and increasing student engagement with course material. This review highlights the effectiveness of these techniques in supporting students and educators during the COVID-19 pandemic and in the post-pandemic context. It offers valuable insights for educators and policymakers in navigating both crisis-driven challenges and future advancements in education.

Keywords: mindfulness in education; classroom management; mindfulness-based interventions; COVID-19; student well-being; academic success; post-pandemic education; higher education; stress management; present-moment awareness (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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