Outcomes of “Brain Breaks”: Short Consistent Meditation and Silent Sessions in the College Classroom Are Associated with Subtle Benefits

Abstract

We tested the effects of brief intervals of mindfulness on academic, physiological, and affective outcomes. Undergraduate students in psychology and kinesiology courses (N = 181) were assigned to mindfulness meditation (MM) or control (C) conditions. During class twice per week, MM listened to a meditation recording for 3 min; C sat silently. Students measured their heart rates (HR) using a mobile application. We measured trait mindfulness and trait anxiety three times over 10 weeks. Participants also reported their affect before and after each session. No group or time differences were found in mindfulness, anxiety, or HR. Participants had higher final course grades than their nonparticipating classmates. Students in both MM and C showed increases in patience and emotional valence over time, as well as acting with awareness and nonreactivity to inner experience (trait mindfulness facets). More meditation practice or silent time outside of class predicted greater reduction in HR, greater patience, and greater mindfulness. We found small improvements: increased positive affect, reduced HR, and increased mindfulness facets. Together, these data provide support for subtle beneficial effects of short meditation or silence practice in class.