Capitalizing on curriculum to promote student wellness: A mixed-methods study examining student responses to an experiential mindfulness course

Grant Recipients

Allison Kelly, Psychology

Seonaigh MacPherson, Education and Community Development, University of Fraser Valley

(Project timeline: November 2023 - November 2024)

This mixed-methods grant examines the effect on students of participating in an academic course centred around the experiential learning and practice of mindfulness.
- This grant arises in light of the mental health crisis that plagues UW students, where need for continued innovation around wellness-enhancing systematic change.
- Consenting students (n=25) enrolled in a Winter 2024 course will be participating in this project.

To what extent do students experience beneficial changes throughout this mindfulness course in their psychosocial and academic functioning, including their: a) stress, wellness, and coping; b) experiences integrating mindfulness and other wellness practices into daily life; and c) academic performance, self-efficacy, and self-regulation?
What are students’ experiences of the institution’s support for wellness, generally, and of being supported in the daily practice of mindfulness through an academic course, specifically?
What do students take away and learn from participating in this experiential course on mindfulness?