A multicenter feasibility study on implementing a brief mindful breathing exercise into regular university courses

Abstract

Practicing mindfulness is associated with stress reduction and with positive effects in the context of learning and teaching. Although effects on student populations have been studied extensively, there are few studies implementing mindfulness exercises in university courses directly. For this reason, we aimed to investigate whether the use of a brief mindfulness exercise in regular university courses, guided by the lecturers, is feasible and has immediate effects on the students’ mental states. We conducted a preregistered multicenter study with one observational arm, following an ABAB design. In total, N = 325 students from 19 different university courses were included at baseline and n = 101 students at post measurement. Students were recruited by N = 14 lecturers located in six different universities in Germany. Lecturers started their courses either by guiding a brief mindfulness exercise (intervention condition) or as they regularly would, with no such exercise (control condition). In both conditions, the mental states of students and lecturers were assessed. Over the semester, n = 1193 weekly observations from students and n = 160 observations from lecturers were collected. Intervention effects were analyzed with linear mixed-effects models. The brief mindfulness exercise, compared to no such exercise, was associated with lower stress composite scores, higher presence composite scores, higher motivation for the courses, as well as better mood in students. Effects persisted throughout a respective course session. Lecturers also reported positive effects of instructing mindfulness. Implementing a brief mindfulness exercise in regular university teaching sessions is feasible and has positive effects on both students and lecturers.

Breathing Right… or Left! The Effects of Unilateral Nostril Breathing on Psychological and Cognitive Wellbeing: A Pilot Study

“…We found significant decreases in self-perceived stress, restlessness, and mind wandering, along with an increase in positive emotions, regardless of the nostril involved. These results are confirmed by previous studies in the literature focusing both on the general population [32,63] and on clinical conditions [33,64]. For example, Konrad and colleagues [32] engaged university students in a brief mindful breathing training program and found lower stress scores, higher presence scores, higher motivation for the courses, and better moods.…”

“…These results are confirmed by previous studies in the literature focusing both on the general population [32,63] and on clinical conditions [33,64]. For example, Konrad and colleagues [32] engaged university students in a brief mindful breathing training program and found lower stress scores, higher presence scores, higher motivation for the courses, and better moods. Similarly, patients with concussions who were enrolled in a pilot study by Cook and colleagues [33] reported significant decreases in stress, tension, fatigue, and confusion.…”

“…The modulation of nasal airflow has been shown to induce many beneficial effects on our psychophysical wellbeing, preventing asthma, cardiovascular and gastrointestinal problems, hypertension, chronic pain, and inflammatory states [29,30], as well on our mental health, helping to treat anxiety, obsessive compulsive disorder, depression, posttraumatic stress disorder, panic attacks, and addictions [14]. Thus, it is used in many clinical and non-clinical contexts to promote social skills [29] and psychophysical wellbeing [30][31][32][33].…”

Meet Adolescents Where They Are: A Model for Effective, Universal Contemplative Interventions in Schools

“…In terms of intervention structure, embedding contemplative intervention practices and activities as part of normative routines may be an effective and sustainable model for universal implementation (Konrad et al, 2023). For example, implementing short (i.e., three to five minute) practices/activities at the beginning of class helps these periods become routine and expected.…”