Evaluation of curricular mindfulness micro-interventions to support college student resilience: a pilot study.

Abstract

Objective: This study addressed two research questions: (1) What is the feasibility of embedding curricular resilience micro-interventions across campus at a small university? (2) How do students and faculty describe their experiences of participating in resilience micro-interventions? Participants: 12 faculty, 267 students. Methods: Mixed-methods, quasi-experimental design. Faculty were randomly assigned to either implement curricular micro-interventions (the experimental group) or not (the control group). Student participants completed three surveys: pre-, mid-, and post-test. Six experimental group faculty completed a post-study focus group. Results: Qualitative data indicated micro-interventions are feasible to implement (RQ1), and students responded well and perceived a positive impact on their lives (RQ2). Conclusions: Resilience micro-interventions are feasible to implement in the classroom and show promise for supporting student resilience and well-being. Future research directions include studying their long-term impact, scalability, and effectiveness in diverse educational contexts.