Mental health of college students in the United States is a major public health crisis requiring innovative solutions. The Art and Science of Human Flourishing (ASHF) course is a credit-bearing academic course that has been found to improve well-being and mental health outcomes. Using a qualitative approach, the present study examined first-year, first-semester student experiences with the course as well as perceived mechanisms of change. Purposive sampling was utilized to recruit a racially diverse sample (N = 15), with over half the sample identifying as a racial or ethnic minority (n = 8). Thematic analysis was used to analyze semi-structured interviews conducted with the participants. Five themes were identified in the results: 1) applying learnings from the class, 2) cultivating connections with other students, 3) dual focus challenges, 4) positive experiences with meditation, and 5) generating insights and reflections. While most students reported a positive and impactful experience in the class, there was variability across some themes based on students' racial identities and neurodiversity. The findings provide insights into student experiences and perceived mechanisms of the course, which may be beneficial for the implementation and assessment of ASHF and other similar interventions.
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