Enhancing College Students’ Well-Being through an Online Mindfulness Intervention During the COVID-19 Pandemic: An Exploratory Study

Abstract

ABSTRACT Background Mental health challenges continue to be on the rise with college students. The COVID-19 pandemic further accentuated these challenges. Thus, consideration could be given to exploring various strategies to support the well-being of students. Purpose This study examined the effects of an online mindfulness intervention in an academic course measuring the well-being in a two-group pretest and posttest study design. Methods Participants included (N = 40) undergraduate students ages 18–23. The experimental group consisted of participants in an online health course with a mindfulness component. The control group enrolled in an identical health course without a mindfulness component. Results The results indicated greater statistically significant increases in the experimental group’s well-being, mindfulness and positive affect, as well as a decrease in negative affect compared to the control group. Discussion This study offers insight into the potential effectiveness of online mindfulness interventions embedded in academic courses for benefiting students’ well-being. This is especially relevant as it was implemented during the COVID-19 pandemic when focus on well-being was paramount. Translation to Health Education Practice Certified Health Education Specialists (CHES) play an important role in enhancing well-being in the college student population through the needs assessment, implementation, evaluation, research and usage of findings.