"Mind Over Pressure: Transforming Student Well-Being Via Mindfulness Interventions."

Abstract

School-going children are increasingly exposed to academic pressure, parental expectations, peer competition, and social challenges, making them vulnerable to anxiety and stress. Persistent stress during childhood can negatively affect emotional regulation, academic performance, and overall mental well-being. Mindfulness-based interventions (MBIs) have emerged as effective, non-pharmacological strategies to promote emotional resilience and stress management; however, evidence among school-age children in the Indian context remains limited.

Objectives: To assess baseline anxiety and stress levels among school-going children, to implement mindfulness-based intervention sessions, and to evaluate the effectiveness of mindfulness practices in reducing anxiety and stress by comparing pre- and post-intervention scores.

Methods: A quantitative, quasi-experimental one-group pre-test and post-test design was adopted. The study was conducted among 86 school-going children selected through convenience sampling from a selected school in Ambedkar Nagar. Data were collected using a self-structured stress checklist. The intervention consisted of guided meditation and breathing exercises administered for 20–30 minutes per session. Statistical analysis included descriptive statistics, chi-square test, and paired t-test.

Results: The pre-test mean stress score was 9.38 (SD = 1.94), indicating a moderate level of stress. Following the mindfulness intervention, the post-test Mean stress score significantly reduced to 4.48 (SD = 1.72). The paired t-test value (t = 24.56, p < 0.0001) demonstrated a highly significant reduction in stress levels. Significant associations were also observed between stress levels and selected demographic variables such as age, workload, family type, and distance to school.

Conclusion: Mindfulness-based interventions were found to be highly effective in reducing anxiety and stress among school-going children. The findings support the integration of mindfulness practices into school health programs as a child-friendly, cost-effective, and non-stigmatizing approach to promoting mental well-being.