An Integrative Literature Review On Mindfulness And Students’ Well-Being
Main Article Content
Abstract
Mindfulness has emerged as transformative tactics to confront the multifaceted concerns faced by students in contemporary education. This review explores the influence of mindfulness on well-being of the learners, synthesizing existing knowledge to provide an extensive understanding of its theoretical foundations, practical applications, and impacts. Drawing from diverse methodologies and educational contexts, the review highlights how mindfulness enhances cognitive, emotional, and social well-being by fostering self-regulation, emotional resilience, and positive interpersonal relationships. It examines the historical origins of mindfulness, its theoretical underpinnings in psychology and education, and fundamental techniques like mindful breathing and meditation. The review also evaluates how well treatments utilising mindfulness work to raise academic performance of students. Key challenges, including barriers to implementation and cultural considerations, are discussed, along with gaps in the existing research landscape. The review emphasises the significance of longitudinal research and culturally responsive adaptations to broaden the applicability of mindfulness practices. Finally, it offers practical recommendations for integrating mindfulness into educational curricula and policies, emphasizing its potential to create supportive environments that nurture holistic student development. By positioning mindfulness as a critical component of well-being in education, this review contributes to the growing discourse on fostering resilience, inclusivity, and engagement in learning communities.
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References
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