In efforts to implement campus-level interventions, one particularly promising approach that is receiving growing attention is mindfulness. This practice fosters stress resilience, attention and focus, healthy coping, and the potential to promote development of a person as a whole. Mindfulness skills may particularly be relevant to first-year college students as they can promote stress management and effective emotion regulation skills to facilitate the transition process. However, very little is known about the potential long-term effects of mindfulness training in the college population.
This poster will examine the potential long-term benefits of mindfulness training at 3-, and 6-month follow-up to assess the potential long-term benefits of mindfulness training during the 1st year of college. A randomized waitlist controlled trial was conducted with 109 freshmen living in residential dormitories to examine the carry-over effects of mindfulness training during the first semester of college into the subsequent semester. The immediate post-test effects of an eight-session college-adapted mindfulness program [Learning to Breathe (L2B)] on the health, well-being, and academic performance showed that the intervention group in comparison with the control reported significant improvement in life satisfaction, and decreases in depression, anxiety, sleep issues, and alcohol use. At a 3-month follow-up, we found an intensification of effects for additional indicators of healthy adjustment to college and belonging to the student community. The results suggest that developmentally timed mindfulness-based training can lead to improving 1st year college students’ coping skills, mental health, and well-being.