The Effectiveness of a School-Based Mindfulness Intervention in Reducing Academic Stress and Enhancing Cognitive Concentration among Students
Keywords:
School-based mindfulness, academic stress, cognitive concentration, students, thematic analysis, semi-structured interviewAbstract
This study aimed to explain students’ lived experiences of the perceived effectiveness of a school-based mindfulness intervention in reducing academic stress and enhancing cognitive concentration. This qualitative study was conducted using thematic analysis. Participants were 24 secondary school students from Tehran who had participated in a school-based mindfulness intervention and were selected through purposive sampling with maximum variation. Data were collected exclusively through individual semi-structured interviews. Interviews continued until theoretical saturation was achieved; saturation occurred at the twenty-first interview, followed by three additional interviews to confirm the stability and depth of the emerging themes. All interviews were audio-recorded, transcribed verbatim, and analyzed using NVivo software. The analysis followed the main stages of thematic analysis, including familiarization with the data, initial coding, searching for themes, reviewing themes, defining and naming themes, and producing the final report. Data analysis led to the identification of five main categories: psychophysiological calming and reduction of academic pressure, mindful redirection of attention and reduction of distraction, emotion regulation and reduction of rumination, transfer of mindfulness skills to study behaviors, and the role of school conditions in sustaining practice. Students reported that mindful breathing, body scan, pre-exam pauses, and nonjudgmental observation of thoughts helped them manage test anxiety, bodily tension, intrusive thoughts, and mental dispersion. Several participants also described improved concentration during studying, classroom listening, and task initiation. The findings suggest that, from students’ perspectives, school-based mindfulness can function as a feasible strategy for reducing academic stress and strengthening cognitive concentration. However, its sustained effectiveness depends on cultural adaptation, teacher support, appropriate scheduling, regular practice, and integration into the everyday routines of school life.
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