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

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.

1. Introduction

Classroom management is a large part of creating a positive learning environment (Rusticus et al. 2023), and mindfulness is one key technique that can help with that goal. Teachers are now more focused on a holistic approach to controlling the classroom, which leads to more emphasis on mindfulness (Nagpal and Radliff 2024). Mindfulness means to become aware of the present moment, which is the key for students to cope with stress and anxiety and control their emotions. It helps students learn self-awareness, manage emotions, make decisions, and build rapport (Nagpal and Radliff 2024). Programs like the Flourishing Life Program, which incorporate mindfulness as part of the PERMA framework (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment), demonstrate that structured mindfulness initiatives in schools can significantly enhance emotional well-being and academic performance (Au and Kennedy 2018). In online learning environments, where students often face heightened emotional challenges, creating positive connections between instructors and students becomes vital. Recent research underscores the critical role of effective instructor–student communication in promoting engagement and motivation, which is key to creating a supportive learning environment (Deep et al. 2024b).

Another benefit of mindfulness is that it helps students regulate their emotions. Learning to manage their emotions and relationships is vital as students deal with stress in school and family life (Verhaeghen 2023). Moreover, the hidden curriculum—an aspect highlighted in the Flourishing Life Program—can reinforce mindfulness practices by embedding positive values and character strengths into daily school life (Au and Kennedy 2018). By using the techniques of mindfulness, teachers can help students learn in a relaxed and calm environment, which is good for their overall well-being. Highly mindful individuals are generally more aware and accept their experiences non-judgmentally, which significantly helps them reduce stress (Zhao et al. 2022). Stress is a critical factor in developing mental health issues with severe impacts, such as what happened with the COVID-19 pandemic (Kupcova et al. 2023). It affects both students and teachers. Teaching is among the most stressful professions (Zhao et al. 2022) and during the pandemic, as most schools shifted to online learning, the situation became more stressful for teachers, contributing to burnout (Westphal et al. 2022). In the United States, around 72% of K-12 teachers felt high levels of distress and needed urgent mental health care to prevent long-term side effects (Santiago et al. 2023; Kotowski et al. 2022). Higher education faculty and K-12 teachers share stressors like high workloads, emotional exhaustion, and job strain (Zapata-Garibay et al. 2021). However, 36.1% of higher education instructors also manage caregiving responsibilities, adding to their stress. University faculty face unique pressures related to research, tenure, and funding, which are absent in K-12 education. The shift to online teaching during the pandemic was difficult for 23.7% of instructors, while 50.8% of students found it challenging. Female faculty experienced higher emotional exhaustion, while male instructors struggled more with social isolation (Zapata-Garibay et al. 2021). Mindfulness interventions, like meditation and mindful breathing, can benefit educators coping with such severe stress. Proper training is essential for educators to manage workload stress and adapt to evolving teaching demands. Zapata-Garibay et al. (2021) highlight that educators with limited digital literacy struggled significantly during the transition to remote teaching, increasing emotional exhaustion and workload pressures. Institutional support and structured training programs are critical for effective digital instruction, student engagement, and stress management (Zapata-Garibay et al. 2021). Without adequate preparation, faculty face higher burnout risks and reduced teaching effectiveness. Investing in professional development, remote teaching preparedness, and mental health support can enhance resilience and instructional quality (Zapata-Garibay et al. 2021).

Kabat-Zinn first developed mindfulness-based interventions (MBIs), which are now among the most popular ways to prevent mental health disorders as well as reducing stress and anxiety (Foale et al. 2024). These interventions help people control their emotions and focus on the present moment without judgment, and that can help them cope with stress (Foale et al. 2024). Many studies have found that mindfulness-based interventions help people manage their stress and teach them how to focus on their daily tasks in a more productive way (Dinesh et al. 2022; Zhang et al. 2021). Traditional mindfulness programs, however, are associated with a lot of time and cost, which could be prohibitive for many people in our busy modern world. Online mindfulness interventions are becoming an alternative as they allow more people to access them at better prices (Reangsing et al. 2023). A recent study found that mindfulness-based self-help (MBSH) significantly reduced negative emotions while increasing positive ones, something that is also helpful in coping with depression and stress (Taylor et al. 2021). Moreover, online mindfulness interventions have been shown to improve anxiety symptoms in adults, though more studies are needed to confirm those findings. Additionally, there is a higher attrition rate with online programs, which may significantly affect their effectiveness, given that participants often don’t stay committed and active throughout the intervention (Reangsing et al. 2023).

Still, the potential uses for such interventions cannot be ignored. Many preschool, elementary, and higher education students are prone to self-esteem problems and anger, negatively affecting their social and academic well-being (Phan et al. 2022). Schools play an essential role in mental health and emotional development, so many are now incorporating mindfulness programs to help their students. Mindfulness is critical to avoiding the problems associated with overthinking and improving students’ ability to express their emotions assertively without becoming overly aggressive. Many studies have also found that mindfulness helps increase self-awareness and empathy for others (Schutte and Meynadier 2024). It is very effective for adult students as well, but more research should be done on children and adolescents to understand its effectiveness more comprehensively (Perrier et al. 2020). Despite the need for more studies, mindfulness is becoming increasingly prevalent in schools, and it is showing positive results in reducing the risk of suicide (Phan et al. 2022), helping students with anger management, and generating a sense of belonging (Sharma et al. 2016). Additionally, studies show improvement in students’ sleep patterns, social skills, and attention span when they use these techniques (Phan et al. 2022). The success of these techniques has led to the development of mindfulness-based school interventions (MBSIs) that teach students techniques like body scans and awareness of feelings (Pérez-Peña et al. 2022; Phan et al. 2022). These techniques can be taught as whole classes, or they can be provided to specific risk groups. They could also be conducted in a single workshop or throughout multiple sessions. It depends on the teacher or provider and the context in which the techniques are taught (Pérez-Peña et al. 2022; Phan et al. 2022).

From the students’ point of view, they have provided positive feedback about mindfulness in schools. They found that it helps them with their cognitive functioning and emotional health, and indeed, in their review, Phan et al. (2022) found that most mindfulness studies (95%) demonstrated significant improvements in student attention and reduced impulsivity. This was true across all research designs, evaluation designs, and control group types except in one case. Additionally, Gong et al. (2023) found that mindfulness interventions were statistically significantly effective at improving depression and reducing stress and anxiety in university students, though no significant effect was found on well-being. However, more research needs to be done on the long-term consequences of using mindfulness in schools and how it impacts students’ behavior, academic success, and overall emotional well-being (Nagpal and Radliff 2024). While mindfulness interventions have been widely promoted for their benefits, research suggests that their effectiveness is not universal. Davidson and Kaszniak (2015) highlight methodological challenges, including inconsistent definitions and self-report biases, which limit the reliability of findings. Additionally, some individuals may experience increased anxiety and heightened distress as a result of mindfulness practices. These concerns underscore the need for a critical evaluation of mindfulness interventions to determine their applicability across different populations and contexts. It also indicates a need for educator training in the use and implementation of mindfulness practices as well as how to cope with individuals experiencing heightened distress due to uncomfortable emotions that can arise. Drawing on recent studies, this review paper will examine the following topics: (I) the effects of mindfulness techniques on student well-being and academic performance during and after the COVID-19 pandemic, (II) the most effective mindfulness practices for enhancing student engagement and academic success, and (III) the role of mindfulness in higher education in fostering critical thinking and resilience among university students.

2. Materials and Methods

To align with the objectives of the review, search terms were categorized into three key dimensions: (1) the impact of classroom-based mindfulness techniques on student well-being and academic performance, particularly during and after COVID-19; (2) effective mindfulness practices that enhance engagement and academic success; and (3) how mindfulness in higher education fosters critical thinking and resilience. This classification narrowed the search within the field of mindfulness in education, aligning with the research questions. Four electronic databases—EBSCOhost, ERIC, JSTOR, and PubMed—were searched. Additionally, Google Scholar was used as a supplementary search tool. Each search term within a dimension was connected using the Boolean operator OR, while terms across dimensions were connected using AND to ensure inclusivity yet maintain focus. Table 1 provides a detailed breakdown of the search strategy.

Table 1. Search strategy using Boolean operators.

Keywords	Boolean Operators	Detailed Explanation
Mindfulness Practices	“Mindfulness” OR “Mindfulness practices” OR “Mindfulness techniques”	Captures studies focusing broadly on mindfulness and specific mindfulness practices, ensuring the inclusion of articles using any of the terms.
Classroom Applications	“Classroom management” AND “Mindfulness” AND (“COVID-19” OR “post-pandemic”) OR “Mindfulness in education”	Combines classroom management and mindfulness, specifically in the context of education and the pandemic or post-pandemic scenarios. AND narrows result to studies addressing all components simultaneously.
Digital and Group-Based Mindfulness Interventions	“Digital mindfulness tools” OR “Mobile apps” OR “Gamification” OR “Group-based mindfulness practices” AND “Mindfulness”	Focuses on digital tools like mobile apps and gamification platforms, as well as group-based mindfulness practices, to enhance engagement, accessibility, and collaborative benefits.
Emotional and Social Benefits	“Stress management” OR “Student well-being” AND “Mindfulness-Based interventions” AND (“pandemic” OR “post-pandemic”)	Combines stress management OR student well-being AND mindfulness during pandemic periods to ensure relevance to mental health challenges heightened during these times.
Academic Outcomes	“Academic success” AND “Mindfulness” AND (“COVID-19” OR “post-pandemic”)	Aimed at finding studies on how mindfulness impacts academic performance during or after the pandemic. It excludes unrelated contexts by including AND.
Pandemic Context	“Remote learning” OR “Online education” AND “Mindfulness” AND “Pandemic” OR “COVID-19”	Captures studies exploring mindfulness in the context of remote or online education, reflecting the significant shift to these modalities during the pandemic.
Program Implementation	“Structured interventions” AND “Mindfulness” OR “Daily practices” OR “Mindful breathing” OR “Body scan” OR “Present-moment awareness”	Explores strategies like structured interventions (e.g., MBSR, MBCT) or brief daily mindfulness exercises that promote emotional well-being and resilience.
Cultural and Developmental Factors	“Age-appropriate mindfulness practices” OR “Cultural sensitivity” OR “Inclusive mindfulness programs”	Targets mindfulness programs tailored for different ages, cultural contexts, and abilities, emphasizing inclusivity and accessibility.
Long-Term Impact	“Behavioral changes” OR “Emotional well-being” OR “Life skills” OR “Academic achievement” AND “Mindfulness”	Focuses on how mindfulness creates long-lasting behavioral changes, improves emotional well-being, and enhances life skills like adaptability and self-awareness.

The search strategy accounted for variations in terminology to maximize the retrieval of relevant articles. For example, mindfulness practices were broadly defined to include meditation, mindful breathing, and similar interventions, while classroom management and well-being terms addressed the outcomes of interest.

2.1. Inclusion and Exclusion Criteria

Once potential articles were identified, specific inclusion and exclusion criteria, outlined in Table 2, were applied to ensure the relevance and quality of the studies included in this review.

Table 2. Inclusion and exclusion criteria.

Criteria	Inclusion	Exclusion
Publication Date	Studies published between 2020 and 2024 to ensure focus on recent and relevant research addressing pandemic-specific challenges and interventions.	Studies published before 2020 are excluded as they may not sufficiently address the pandemic’s impacts or interventions, which became widely relevant and documented starting from late 2019 into 2020.
Language	Studies written in English to ensure consistent understanding, accessibility, and accurate interpretation of findings.	Studies in non-English languages, as translation issues may compromise accuracy, reliability, and comprehensibility of the results.
Study Type	Peer-reviewed articles only, as they maintain high scientific standards, are rigorously evaluated by experts, and provide validated, reliable evidence.	Blogs, news articles, or opinion pieces are excluded because they lack empirical evidence and scientific rigor, leading to potential biases and unsupported claims.
Topic	Studies focusing on mindfulness practices in education, particularly during or after the pandemic, to explore relevant interventions and outcomes in this context.	Studies not addressing mindfulness, its implementation, or its effects within educational or pandemic contexts are excluded as they do not contribute to the research objectives.
Research Method	Studies employing well-defined qualitative or quantitative methodologies with valid data to ensure robust and reliable conclusions.	Studies without proper methodologies or valid data are excluded to avoid weak or unsupported conclusions, ensuring only methodologically sound research is included.
Participants	Studies involving students and/or teachers in educational settings, as these groups are directly relevant to the focus on classroom and academic interventions.	Studies focusing on populations outside educational environments, such as corporate employees or the general public, are excluded as their findings may not generalize to classroom contexts.
Focus	Studies analyzing mindfulness’s impact on well-being, emotional regulation, or academic success, especially in response to pandemic-specific challenges like online learning stress.	Studies unrelated to emotional regulation, academic performance, or the educational context are excluded as they do not align with the objectives of this review.

The articles identified through keyword searches were documented using (PRISMA-ScR) guidelines (Tricco et al. 2018) as depicted in Figure 1. The final database search was conducted on 8 January 2025. A total of 250 articles were retrieved, including 200 from database searches and 50 from additional sources such as grey literature, reference lists, and expert consultations.

Figure 1. PRISMA-ScR diagram of the included studies.

After removing 100 duplicates, 150 unique articles remained. These articles underwent a screening process based on titles and abstracts, resulting in the exclusion of 50 articles that did not align with the research objectives. The remaining 100 articles were assessed for eligibility, and 30 were excluded due to the absence of full text (15), lack of relevance to the topic (9), or being published in a language other than English (6).

A total of 70 full-text articles were assessed for eligibility. At this stage, 52 articles were excluded for reasons such as failure to meet methodological standards (30), insufficient relevance to higher education (19), or unclear reporting of study findings (3). Ultimately, 18 studies met all inclusion criteria and were included in the final review (Baethge et al. 2019).

The 18 studies included in this review employed diverse methodological frameworks, such as literature reviews, quantitative and qualitative analyses, and mixed-method approaches. Table 3 provides a detailed overview of each study, including its Reference, Study Location, Target Group, Study Objective, Research Approach, and Main Outcomes.

Table 3. Consolidated data from 18 articles.

No	Reference	Study Location	Target Group	Study Objective	Research Approach	Main Outcomes
S1	(Aldbyani and Nasser Alhadoor 2024)	China	University students	Investigating mindfulness training’s effect on alleviating COVID-19 fear.	Quantitative study	Mindfulness significantly reduced COVID-19 fear among students.
S2	(Almarzouki 2024)	Global	University students	To explore how stress impacts working memory and academic performance.	Review paper	Stress, including anxiety, impairs working memory and attention, negatively affecting academic performance.
S3	(Alomari 2023)	Jordan	University students	Exploring the relationship between mindfulness and academic achievement.	Quantitative study	A strong correlation between mindfulness and academic achievement was identified.
S4	(Fagioli et al. 2023)	Italy	University students	To assess the effectiveness of a brief online mindfulness intervention.	Quantitative study	The mindfulness group significantly improved attention, academic self-efficacy, and learning regulation.
S5	(Gong et al. 2023)	Global	University students	Assessing the effects of online mindfulness-based interventions on mental health.	Quantitative study	Online mindfulness-based interventions improved mental health outcomes for university students.
S6	(Harrison et al. 2024)	USA	University students	Reducing anxiety and enhancing mindfulness during COVID-19 with digital interventions.	Quantitative study	Digital mindfulness interventions significantly reduced anxiety and enhanced mindfulness.
S7	(Mahama et al. 2023)	Ghana	University students	Examining mindfulness and academic resilience during COVID-19.	Quantitative methods	Mindfulness was associated with greater academic resilience during the pandemic.
S8	(Nardi et al. 2022)	USA	University students	Exploring students’ experiences with an 8-week mindfulness-based program.	Qualitative study	Students reported improved emotional regulation and well-being post-intervention.
S9	(Nawa and Yamagishi 2021)	Japan	University students	To assess the impact of a 2-week online gratitude journaling intervention on academic motivation.	Quantitative study	Gratitude journaling boosted students’ motivation by reducing negative feelings and kept them engaged for three months after the activity.
S10	(Ostermann et al. 2022)	Global	University students	Investigating the influence of mindfulness on academic performance (GPA).	Review paper	Mindfulness-based interventions had a positive but moderate impact on academic performance.
S11	(Plakhotnik et al. 2021)	Global	University students	Examining the perceived effects of COVID-19 on students’ well-being.	Quantitative study	University support had a mediating effect on the perceived negative impact of COVID-19 on student well-being.
S12	(Serrão et al. 2022)	Portugal	University students	Evaluating the impact of a mindfulness-based program on higher education students.	Quantitative study	The mindfulness program improved psychological well-being and academic outcomes.
S13	(Tortella et al. 2021)	Global	University students	Proposing neuroscience-based approaches, including mindfulness, to improve learning and mental health during COVID-19.	Review paper	Neuroscience-based strategies, including mindfulness, were proposed to support students’ learning performance and mental health during the pandemic.
S14	(Vidal-Meliá et al. 2022)	Spain	University students	Investigating the influence of mindfulness on academic performance and resilience.	Quantitative study	Mindfulness positively influences academic performance through its impact on resilience.
S15	(Vitagliano et al. 2023)	United States	University students	To develop and describe a nature-based mindfulness intervention for reducing anxiety among college students.	Qualitative study	When combined with social interaction and mindfulness/nature integration, nature-based mindfulness interventions effectively reduce anxiety in college students.
S16	(Yosep et al. 2023)	Global	University students	Reviewing the effectiveness of mindfulness interventions on psychological well-being.	Review paper	Mindfulness interventions effectively improved students’ psychological well-being during the COVID-19 pandemic.
S17	(Deep et al. 2024a)	Global	Academicpublications	To evaluate the influence of gamification strategies on motivation, engagement, and educational outcomes.	Review paper	Gamification significantly enhances motivation and engagement in education, particularly in online and resource-limited settings. Features like quizzes, leaderboards, and storytelling improve focus and interaction.
S18	(Pérez-Peña et al. 2022)	Belgium	148 participants; 65.13% employed, 34.87% students (“Higher education (non-university) 24.7%, Higher education (university) 68.5%”).	To assess the impact of an 8-week mindfulness-based intervention (MBI) on body awareness (BA) and psychological processes like experiential avoidance, rumination, and self-efficacy.	Quantitative study	MBI significantly improved self-reported body awareness, reduced symptomatology, and mediated psychological processes like self-discrepancy and rumination.

All 18 studies included in this review were conducted between 2021 and 2024, emphasizing the recent focus on mindfulness-based interventions and gamification techniques in education and mental health contexts. Table 4 summarizes the core themes and insights of the studies included in this review.

Table 4. Overview of core themes and insights.

Core Themes	Sub-Themes	Analysis and Explanation
Mindfulness as a Tool for Enhancing Student Well-Being and Academic Performance During and After COVID-19	Reducing Anxiety and Enhancing Well-Being	Mindfulness techniques, such as meditation, mindful breathing, and guided visualization, play a crucial role in helping students cope with anxiety and stress. The uncertainty and rapid transition to online learning during the COVID-19 pandemic led to heightened emotional distress among students. Mindfulness served as a grounding tool, providing them with a way to manage their emotions, increase their sense of control, and focus on the present moment rather than worrying about the future.
	Improving Mental Health and Academic Focus	A direct link exists between mental health and academic performance, and mindfulness has proven effective in reducing mental fatigue while enhancing cognitive clarity. Students who practice mindfulness experience fewer symptoms of anxiety and depression, which in turn allows them to focus better on their studies. Through mindfulness-based interventions, they learn to regulate emotions, reduce distractions, and maintain engagement with academic material for longer periods. These practices also help develop a more positive attitude toward learning, making students more resilient to academic setbacks.
	Building Emotional Resilience and Academic Adaptability	Emotional resilience is key to academic success, especially during times of uncertainty or change. Mindfulness helps students become more adaptable by fostering self-awareness and emotional regulation skills. When faced with challenges such as sudden shifts in learning formats, heavy coursework, or personal difficulties, mindful students are more likely to approach these situations with a calm and measured response rather than feeling overwhelmed. Over time, this ability to manage stress contributes to their long-term academic success, as they become more capable of handling complex and high-pressure situations.
	Long-Term Benefits of Mindfulness	While many mindfulness benefits are immediate, such as stress relief and enhanced concentration, the long-term effects are just as significant. Regular mindfulness practice fosters positive habits that support emotional stability, self-discipline, and overall well-being. As students develop a deeper sense of self-awareness and control over their thoughts, they become better equipped to handle not only academic pressures but also challenges in their personal and professional lives. These long-term benefits reinforce mindfulness as a valuable life skill beyond the classroom.
The Most Effective Mindfulness Practices for Enhancing Student Engagement and Academic Success	Effectiveness of Structured Mindfulness Programs	Structured mindfulness programs such as Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) have been widely implemented in academic settings to help students cope with stress. These programs offer a systematic approach to mindfulness, providing students with practical techniques to apply in their daily lives. By integrating structured mindfulness sessions into the curriculum, institutions create an environment that prioritizes well-being, engagement, and cognitive development.
	Impact of Brief Mindfulness Exercises	While structured programs are effective, not all students have the time or resources to participate in long-term interventions. Brief mindfulness exercises, such as five-minute guided breathing exercises, short meditation sessions, or gratitude journaling, offer immediate benefits in stress relief and focus. These micro-practices require minimal effort but can significantly improve a student’s ability to manage daily academic pressures. When incorporated into study routines or classroom activities, even short mindfulness exercises enhance learning efficiency and reduce emotional exhaustion.
	Digital and Group-Based Mindfulness Interventions	With the rise of online learning, digital mindfulness interventions have become an essential tool for maintaining student engagement. Mobile applications, virtual meditation sessions, and interactive mindfulness platforms provide students with convenient and flexible ways to incorporate mindfulness into their routines. Additionally, group-based mindfulness interventions, such as peer-supported breathing exercises or mindfulness discussion groups, encourage social connection and collective well-being. These approaches help combat isolation, promote collaboration, and enhance motivation, particularly in remote learning environments.
	Mindfulness and Resilience	Resilience plays a critical role in academic success, particularly when students face setbacks such as poor grades, difficult coursework, or unexpected life events. Mindfulness strengthens resilience by teaching students to approach challenges with a balanced mindset. Instead of reacting negatively to failure, they learn to assess situations objectively, regulate their emotions, and develop problem-solving strategies. This shift in perspective leads to increased perseverance, reduced self-criticism, and greater confidence in their academic abilities.
	Practical Implications	The growing recognition of mindfulness in education has led to its incorporation into diverse learning environments. Schools and universities are increasingly offering mindfulness workshops, integrating relaxation techniques into classroom routines, and encouraging educators to model mindfulness practices for students. These efforts reflect the broader movement toward holistic education, where cognitive, emotional, and social well-being are considered essential components of academic success. By embedding mindfulness in daily academic life, institutions create supportive learning environments that foster both intellectual and emotional growth.
The Role of Mindfulness in Higher Education in Fostering Critical Thinking and Resilience	Enhancing Critical Thinking Through Mindfulness	Higher education requires students to engage in deep analysis, problem-solving, and reflective thinking. Mindfulness directly enhances these skills by improving concentration, reducing cognitive distractions, and encouraging metacognitive awareness. When students practice mindfulness, they become more conscious of their thought patterns and biases, which helps them make more informed and rational decisions. Additionally, mindfulness promotes a state of open-mindedness, allowing students to evaluate different perspectives with greater clarity and objectivity.
	Fostering a Growth Mindset	A growth mindset—the belief that intelligence and abilities can develop over time—is essential for academic success and lifelong learning. Mindfulness supports this mindset by encouraging students to approach challenges with curiosity rather than fear. Instead of seeing failure as a reflection of their abilities, mindful students view setbacks as opportunities for growth. This shift in perspective reduces anxiety about academic performance and motivates students to persist through difficulties, leading to long-term success in both education and career development.
	Practical Applications and Implications	Mindfulness can be applied in higher education through structured programs, integrated classroom practices, and digital tools that promote self-regulation and emotional well-being. Universities can offer guided meditation sessions, incorporate mindfulness into student success programs, or provide online mindfulness resources to support students’ mental health. Additionally, fostering a mindfulness culture among faculty and staff ensures that mindfulness is not just a student initiative but a fundamental part of the educational environment. By normalizing mindfulness in academic settings, institutions create a space where students can thrive both intellectually and emotionally.

2.2. Thematic Areas of Included Studies

The findings from the selected studies were organized into thematic areas that align with the research objectives. These thematic areas provide a structured understanding of how mindfulness practices influence educational contexts, focusing on their application, outcomes, and challenges. The key themes identified include (1) mindfulness as a tool for enhancing student well-being and academic performance during and after COVID-19, (2) the most effective mindfulness practices for enhancing student engagement and academic success, and (3) the role of mindfulness in higher education in fostering critical thinking and resilience. Table 4 outlines these themes, with sub-themes and insights providing a comprehensive understanding of the scope and impact of mindfulness in education. This thematic organization reflects how mindfulness supports both individual and collective development in various educational settings.

3. Discussion

The results of this review support the conclusion that mindfulness is a highly effective technique for improving college students’ well-being, academic performance, and engagement. Structured programs and brief daily exercises were found to be particularly impactful for improving student engagement in the classroom. Overall, the findings suggest that mindfulness helps instructors create a positive learning environment that fosters academic success. The following section discusses the key findings of this review.

3.1. The Effects of Mindfulness Techniques During and After COVID-19

Many educational institutions began to utilize mindfulness practices in response to the mental health challenges posed by the COVID-19 pandemic (Harrison et al. 2024). The pandemic created increased stress, anxiety, and instability in students’ academic routines, highlighting the need for effective interventions. Within that context, mindfulness emerged as a valuable approach for improving well-being and, consequently, academic performance (Plakhotnik et al. 2021). Several studies have since focused on the positive impact of mindfulness during the pandemic (Aldbyani and Nasser Alhadoor 2024; Gong et al. 2023). These studies have demonstrated how mindfulness helped reduce anxiety and increase academic engagement while fostering emotional resilience and improving cognitive focus.

3.1.1. Reducing Anxiety and Enhancing Well-Being

Among the researchers who have focused on mindfulness interventions, Aldbyani and Nasser Alhadoor (2024) conducted a study that focused on students in China who had faced significant disruptions given the strict lockdowns during the pandemic. Their findings revealed that mindfulness training significantly reduced the students’ fear and anxiety due to COVID-19 (Aldbyani and Nasser Alhadoor 2024). Participants also reported improved emotional regulation, which enhanced their ability to focus on academic tasks. This study is critical because it shows the dual benefit of using mindfulness in the classroom: it not only reduced anxiety but also fostered a mental environment conducive to learning. Students struggling with the uncertainty and fear created by the pandemic reported that mindfulness gave them the essential emotional tools to stay on track with their academic studies (Aldbyani and Nasser Alhadoor 2024).

Reducing anxiety is critical to improving cognitive functioning. Research has shown anxiety can impair attention and memory, which are essential skills for students’ academic performance (Almarzouki 2024; Plakhotnik et al. 2021). By lowering fear and stress levels, students were better able to perform cognitively, leading to their improved educational outcomes. The findings by Aldbyani and Nasser Alhadoor (2024) support the integration of mindfulness into classrooms, particularly during periods of crisis, as a way to support student well-being and academic success simultaneously (Aldbyani and Nasser Alhadoor 2024).

3.1.2. Improving Mental Health and Academic Focus

Research has also shown that mindfulness can improve overall mental health, which is vital for strong academic performance (Fagioli et al. 2023; Gong et al. 2023). Gong et al., in their comprehensive review and meta-analysis of online mindfulness-based interventions during the pandemic, found that students who engaged in those techniques experienced significant reductions in anxiety, stress, and depression. The methods utilized included body scans, breathing exercises, and meditation. These improvements directly enhanced students’ academic performance, focus, and engagement (Plakhotnik et al. 2021). A recent study also found that mindfulness techniques helped students overcome the isolation and difficulties of adapting to remote learning environments, which were significant challenges created by the shift to online learning (Fagioli et al. 2023). Study participants navigated these challenges more effectively when provided with the tools to control their emotions and focus on their work. The ability to regulate emotions enabled students to stay engaged with academic material, even under the pressures created by the pandemic (Fagioli et al. 2023). This highlights findings from multiple studies that show mindfulness can improve mental health and support academic success, even in difficult learning conditions (Fagioli et al. 2023; Gong et al. 2023).

3.1.3. Building Emotional Resilience and Academic Adaptability

Mindfulness also fosters emotional resilience, reduces anxiety, and improves focus. This particularly benefited students attempting to navigate the uncertainties during the pandemic (Fagioli et al. 2023; Gong et al. 2023). Research conducted by Mahama et al. (2023) found that mindfulness helped students build resilience, allowing them to adapt more effectively to the sudden shifts in learning environments that threatened to disrupt their academic routines. This adaptability was crucial in maintaining their academic performance. The authors found that students who regularly practiced mindfulness felt better equipped to handle the stressors associated with the transition to online learning and the subsequent social isolation (Fagioli et al. 2023; Mahama et al. 2023). Emotionally resilient students recover more quickly from setbacks and can better maintain their focus on academic tasks. Moreover, the study showed that students taught mindfulness coping strategies were better able to handle the academic pressures created by COVID-19. These findings underscore the value of mindfulness techniques, not only as interventions for immediate challenges but also as tools that promote long-term academic success (Fagioli et al. 2023; Mahama et al. 2023).

3.1.4. Long-Term Benefits of Mindfulness

Several studies also demonstrate the long–term benefits of mindfulness on both emotional well-being and academic performance (Harrison et al. 2024; Mahama et al. 2023). Recent investigations examined how mindfulness affects students beyond the initial interventions. Their findings revealed that students engaging in mindfulness practices consistently experienced reduced stress levels and improved emotional regulation over time. This enhanced their academic performance and focus, ultimately boosting productivity in the long run (Serrão et al. 2022; Vidal-Meliá et al. 2022). Students who practiced mindfulness were better able to manage their emotions when they felt stressed, and it also helped them feel better equipped to handle future pressures (Serrão et al. 2022). Similarly, Vidal-Meliá et al. (2022) observed that mindfulness cultivated resilience through stronger coping mechanisms, further contributing to improved academic outcomes. These studies underscore the value of integrating mindfulness into educational systems to equip students with lifelong skills for managing stress and anxiety, making it a critical component of student well-being and success. These findings all support that the answer to the research question about whether mindfulness can enhance student well-being and academic performance is a resounding yes (Plakhotnik et al. 2021). If mindfulness is effective during high-stress periods, such as the pandemic, its benefits are likely transferable to other contexts.

The studies (Aldbyani and Nasser Alhadoor 2024; Gong et al. 2023; Mahama et al. 2023; Serrão et al. 2022; Vidal-Meliá et al. 2022) collectively illustrate the multifaceted ways mindfulness aids students in managing anxiety and enhancing emotional regulation. This leads to deeper engagement with their academic tasks because it fosters resilience and cognitive focus. Consequently, mindfulness emerges as a promising and effective practice for educational institutions, enabling them to support student success, promote well-being, and achieve positive academic outcomes.

3.2. Impact of Various Mindfulness Practices on Student Engagement and Academic Success

Different studies have proven that mindfulness helps enhance student engagement and academic success during the pandemic (Fagioli et al. 2023; Harrison et al. 2024). Mindfulness interventions, such as structured programs and brief daily exercises, have demonstrated positive outcomes for students from diverse backgrounds in various educational settings (Harrison et al. 2024).

3.2.1. Effectiveness of Structured Mindfulness Programs

Mindfulness-Based Stress Reduction (MBSR) is widely recognized as very effective for students’ mental health and academic performance. MBSR practices help students reduce stress and anxiety, which in turn directly enables students to focus on their studies and improve their grade point averages (Nardi et al. 2022; Ostermann et al. 2022). Resilience and coping strategies are essential for navigating academic and social pressures, and mindfulness supports these by promoting healthy behaviors that enhance mental clarity. Techniques such as meditation and body scanning can boost students’ ability to retain information during exams and study sessions. Additionally, mindfulness fosters self-awareness, enabling students to reduce reactivity, strengthen their sense of community, and build healthier interpersonal relationships (Nardi et al. 2022).

Mindfulness-Based Cognitive Therapy (MBCT) shares the foundational elements of MBSR but distinctly differs in its focus and application. MBCT was first developed to address the cognitive and emotional challenges that result from recurrent depression and was formally recognized in modern medicine in the 1970s (Aldbyani and Nasser Alhadoor 2024). It does so by blending mindfulness principles with cognitive–behavioral strategies. The goal is to alter the individual’s relationship with their thoughts in order to prevent a relapse of depression symptoms (Pérez-Peña et al. 2022). In comparison, MBSR is broader in its objectives than MBCT (Phan et al. 2022). The former targets stress reduction across numerous physical and psychological conditions, and the latter is a more structured approach that incorporates evidence-based techniques designed to reframe cognitive distortions (Pérez-Peña et al. 2022). Both interventions have been successfully adapted for online delivery during crisis situations, such as those presented by the pandemic (Aldbyani and Nasser Alhadoor 2024).

The pandemic brought significant challenges for students, particularly with social distancing. Research by Nardi et al. (2022) highlights that mindfulness-based interventions were highly effective in helping students cope with the difficulties of social distancing, online learning, and increased uncertainty. Students who engaged in mindfulness programs remained motivated to stay physically active, which not only reduced their stress levels but also improved their overall well-being (Nardi et al. 2022). Programs like Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) provide practical tools to support emotional well-being. These programs encourage students to develop healthy habits that contribute to long-term academic success. In a follow-up with students who completed the Mindfulness-Based College (MBC) program, 15 out of 16 participants reported feeling engaged with the program, demonstrating its lasting positive impact (Nardi et al. 2022).

Several mindfulness exercises effectively boost student motivation, engagement, and academic success. One critical practice is present-moment awareness, where students focus on the “here and now” (Fagioli et al. 2023). This technique helps them maintain attention in class and avoid distractions, enabling deeper engagement. The study also highlights mindfulness breathing and non-judgmental observation of thoughts as tools for managing daily stress and staying goal-oriented (Fagioli et al. 2023). Mindfulness-based interventions such as mindful breathing, body scans, and meditation are directly linked to enhanced cognitive functioning (Ostermann et al. 2022). Gong et al. (2023) found, for example, that online mindfulness interventions improved mental health significantly, which, in turn, enhanced students’ engagement with their coursework.

Guided meditation mainly enhances memory and focus, helping students absorb and retain information more effectively. Regular meditation practices have been shown to strengthen cognitive abilities (Yosep et al. 2023). Techniques like deep relaxation and body scanning are also vital for reducing anxiety, enhancing emotional balance, and promoting clearer, more analytical thinking. Reflective mindfulness allows students to identify their strengths and weaknesses without self-criticism. This approach fosters adaptive thinking, encourages students to seek help when needed, and builds their academic resilience in challenging situations (Gong et al. 2023; Harrison et al. 2024). Students can also benefit from goal-oriented mindfulness, which connects present actions with long-term academic goals. Group-based mindfulness activities foster a sense of community, strengthen interpersonal relationships, and promote greater educational and social engagement (Vitagliano et al. 2023). Vitagliano et al. (2023) noted that nature-based mindfulness interventions have effectively reduced anxiety among college students.

3.2.2. Impact of Brief Mindfulness Exercises

Even brief mindfulness exercises, such as mindful breathing and journaling, offer significant benefits to participants who engage with them regularly. Even short-duration mindfulness practices, when utilized daily, helped improve student psychological well-being. This is an important finding because students often lack the time or resources to commit to longer interventions (Yosep et al. 2023). Nawa and Yamagishi (2021) also found that gratitude journaling represents another aspect of mindfulness practice that can help foster a more positive outlook and enhance motivation. The authors found that it allows students to shift their focus from the challenges they face to their achievements, thereby improving their engagement and persistence in their academic endeavors (Nawa and Yamagishi 2021).

3.2.3. Digital and Group-Based Mindfulness Interventions

It is also essential to discuss the use of digital tools in our modern world as well as group-based mindfulness practices. Recent studies (Aldbyani and Nasser Alhadoor 2024; Gong et al. 2023) discussed how digital platforms can provide a more accessible way for students to engage in mindfulness practices regularly. Specifically, the authors discussed mobile applications and online modules as being particularly effective for participating in mindfulness practices during the period of social distancing during the pandemic. These tools continue to hold value in the post-pandemic context as well (Aldbyani and Nasser Alhadoor 2024; Gong et al. 2023). Institutions are using WeMindful and WeActive programs for group interventions (Harrison et al. 2024). These platforms helped to reduce anxiety and foster a stronger sense of community among students. The sense of social connection cultivated through these platforms contributed to collective academic success, as the participants saw improvements in their levels of engagement with their academic tasks. This supports the idea that collaborative mindfulness exercises yield greater benefits compared to individual practices (Harrison et al. 2024).

Recently, technology has emerged as a potent tool to foster positive behavior. One of the most popular features is gamification (Deep et al. 2024a). This is a method where instructors use gaming elements such as feedback, points, storytelling, leaderboards, quizzes, and rewards. Recent research has shown that these gamification techniques, combined with mindfulness, are crucial in enhancing student engagement and motivation. Deep et al. (2024a) demonstrated that gamified elements like leaderboards, quizzes, and interactive challenges significantly increase student engagement, creating a more inspiring and engaging learning environment both online and in in-person classes (Deep et al. 2024a). These gamified features significantly enhance students’ focus and create a more engaging learning environment. What’s intriguing is that gamification aligns seamlessly with mindfulness practices, as both encourage active participation and present-moment awareness, and provide immediate feedback (Deep et al. 2024a). This alignment, when leveraged, can significantly bolster emotional well-being and academic success. In this context, gamification can serve as a robust framework to enhance mindfulness, particularly in digital or resource-limited settings, thereby maximizing motivation and cognitive outcomes (Deep et al. 2024a).

3.2.4. Mindfulness and Resilience

There is a strong relationship between mindfulness and resilience. Vidal-Meliá et al. (2022) demonstrated this connection in a study emphasizing mindfulness training that integrated resilience-building exercises. The authors found that this mindfulness intervention enabled students to better manage their academic stressors, allowing them to maintain higher performance levels (Vidal-Meliá et al. 2022). Mahama et al. (2023) found similar results in a study highlighting the mediating role of resilience in the link between mindfulness and academic outcomes (Mahama et al. 2023).

3.2.5. Practical Implications

These findings have numerous practical implications for institutions aiming to enhance student engagement and academic success (Alomari 2023). Implementing mindfulness programs, whether embedded in a curriculum or as an extracurricular offering, constitutes a strategic approach to help students improve their academic performance and, more importantly, enhance their mental health. When digital mindfulness tools are integrated into the program, they can help ensure accessibility and continuity of practice, particularly in times of crisis, such as the COVID-19 pandemic (Aldbyani and Nasser Alhadoor 2024; Mahama et al. 2023).

3.3. How Mindfulness Boosts Critical Thinking and Resilience in University Students

Another area where mindfulness interventions are beneficial is enhancing critical thinking skills as part of resilience-building practices (Ostermann et al. 2022). In recent years, academic environments have become more complex and increasingly demanding. Consequently, students require both cognitive and emotional tools to thrive in such environments (Alomari 2023). Because mindfulness promotes a moment-by-moment awareness of thoughts, feelings, and environmental surroundings without judgment, mindfulness can improve all cognitive functions, including critical thinking skills. This enhanced cognition, in turn, aids students in building resilience (Aldbyani and Nasser Alhadoor 2024; Alomari 2023; Mahama et al. 2023).

3.3.1. Enhancing Critical Thinking Through Mindfulness

Critical thinking is a core competency in higher education. It involves the student’s ability to evaluate and synthesize information to make reasoned judgments effectively. Mindfulness has been shown to produce significant cognitive benefits that directly contribute to the development of this skill. Empirical research supports the idea that mindfulness helps students master control of their attention and improves their cognitive flexibility. This enables them to engage with information more profoundly and reflectively. The cognitive improvements gained through mindfulness manifest in several key ways (Nardi et al. 2022; Serrão et al. 2022).

First, students experienced reduced cognitive reactivity (Tortella et al. 2021). Rather than reacting automatically and emotionally to a particular stimulus, students engaged in deliberate thought to cultivate a non-judgmental awareness of their emotions and thoughts about the subject matter (Tortella et al. 2021). This reduced reactivity made them less prone to cognitive biases, thereby improving their ability to approach problems more objectively. Such objectivity is crucial to critical thinking, as it enables students to process and evaluate evidence and arguments without interference from biases and emotional responses (Tortella et al. 2021).

Another way cognitive improvement manifested itself was through metacognition. Metacognition is the ability to think about one’s thinking processes, an essential element of critical thinking (Serrão et al. 2022). By practicing mindfulness, students became more attuned to their thought patterns and reasoning strategies, allowing them to evaluate these processes consciously before making decisions. This kind of self-awareness fosters reflective decision-making since students can identify areas of weakness in their arguments. It also encourages them to seek more evidence and different perspectives to help strengthen their conclusions (Serrão et al. 2022).

3.3.2. Fostering a Growth Mindset

Another significant benefit of mindfulness is that it promotes a growth mindset (Tortella et al. 2021). This supports the idea that abilities and intelligence can be developed if one puts in the effort and perseveres. This belief is crucial for developing resilience, as discussed earlier. Mindfulness encourages students to view challenges as opportunities for growth rather than insurmountable obstacles. Tortella et al. (2021) argue that students can use mindfulness to reframe their academic struggles in a more positive light, and this helps empower them and make them more resilient.

3.3.3. Practical Applications and Implications

Mindfulness programs in higher education can take various forms, including structured programs such as Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT), as well as brief daily practices like guided meditations and gratitude journaling (Serrão et al. 2022). As Alomari (2023) noted, digital mindfulness tools can improve accessibility and offer students flexible options for regularly engaging in mindfulness practice. This is particularly valuable for students who lack the time or resources to engage in longer interventions. Moreover, group-based interventions, such as the WeMindful and WeActive programs (Harrison et al. 2024), yield additional benefits because they help foster a stronger sense of community and provide a platform for peer support. These programs enhance individual resilience and contribute to an academic culture prioritizing well-being and mutual support (Harrison et al. 2024).

Furthermore, utilizing mindfulness practices in higher educational settings provides educators a powerful tool for enhancing critical thinking skills among students (Nardi et al. 2022). Such techniques improve cognitive function, help students regulate their emotions, and equip them with the tools they need to navigate the increasingly complex academic environment. As a result, educational institutions are turning to innovative strategies to support student success in our modern world. Mindfulness offers a holistic approach that addresses both cognitive and emotional skills, ultimately boosting student performance (Vidal-Meliá et al. 2022).

3.4. Limitations of the Current Review

There are several limitations related to the current review. First, one significant issue is that many studies rely on self-reported data, which introduces a layer of bias due to the nature of social desirability and recall inaccuracies. This limitation undermines the objectivity of these findings. A second limitation is the lack of research on the long-term effects of mindfulness practices. Most studies focused primarily on short-term or immediate impacts. Exploring the sustained benefits of both academic and emotional outcomes is vital for a fuller picture. A third limitation lies in the generalizability of the findings. Given that many studies are conducted using university students, whether these insights can be applied to younger students and other educational contexts remains uncertain. University students represent a subset of individuals who have already achieved a certain level of academic success and may possess pre-existing stress management skills, introducing potential selection bias. There is also significant variability in the quality and design of the online mindfulness interventions studied. This variability complicates the interpretation of the results, as there are no standardized frameworks, reducing the consistency and comparability across studies. Moreover, socioeconomic differences may influence access to and engagement with mindfulness interventions, potentially affecting outcomes across diverse student populations. Additionally, cultural contexts are insufficiently represented in the research, raising questions about whether the findings can be applied cross-culturally. Another limitation of the current study is that it does not examine the question of training educators to utilize and implement mindfulness practices. This is an important element in the successful implementation of these strategies and deserves more exploration as the methods used in the classroom could significantly affect results. Lastly, many of these studies were conducted within the unique circumstances created by the COVID-19 pandemic. While the present review notes the benefits of mindfulness in such a crisis, it remains unclear whether such interventions would be as helpful in typical educational contexts.

3.5. Recommendations for Future Research

Recommendations for future research include the prioritization of longitudinal studies to assess the sustained impacts of mindfulness techniques on emotional well-being and academic performance. The scope of future studies should also be expanded to include younger students, educators, and culturally diverse populations to provide a more comprehensive understanding of the benefits mindfulness offers. Moreover, future studies should include educator training in the utilization and implementation of mindfulness practices in the classroom environment. Examining what works most effectively is critical to successful outcomes. It would also be helpful to better understand the stressors faced by educators at every level. Standardizing digital mindfulness interventions is another critical area that deserves more consideration, as it can help improve reliability, scalability, and engagement in different contexts. It is also vital to develop and incorporate objective measures of physiological responses to mindfulness practice, such as stress markers and academic performance metrics. These objective measures would complement the self-reported data and enhance the validity of the findings. Future studies should also examine the application of such techniques beyond the pandemic crisis to better understand their relevance in typical educational settings. Investigating the cognitive and emotional mechanisms, such as metacognition and emotional regulation, that underpin the benefits of mindfulness could deepen our understanding of its efficacy. Finally, comparative research on intervention models, such as structured programs versus brief exercises, is necessary to identify best practices for integrating mindfulness into educational systems. By addressing these gaps, future research may provide actionable insights into using mindfulness to improve student well-being and academic success.

4. Conclusions

Mindfulness practices in education are a promising strategy for helping students address the challenges of academic life, particularly in the wake of the pandemic. The present review has found that mindfulness practice offers multifaceted benefits, ranging from reducing anxiety and fostering emotional resilience to enhancing cognitive function and improving academic success. Structured programs, brief daily interventions, and digital tools have all been found effective in diverse educational settings. They have been shown to help students manage stress, build resilience, and engage more deeply with their learning. Though encouraging, the present review also reveals several limitations of existing studies, including a reliance on self-reported data, limited longitudinal evidence, and the variability of online interventions. The pandemic-specific focus of most of the research also limits our understanding of the broader applicability of mindfulness practices in higher education, as does the paucity of research into educator training in mindfulness techniques and implementation. Therefore, future research should expand its scope to explore how mindfulness can be applied more widely in educational settings and how educators can be trained to best use this helpful tool.