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Using mindfulness-based interventions to reduce stress and anxiety among students
Okoro, Chinedu Vincent
Okoro, Chinedu Vincent
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Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
Nigeria
Abstract
Context: The study is rooted in the context of Olumawu School, a private institution in Abuja, Nigeria, known for its focus on holistic student development. With increasing levels of stress and anxiety observed among students, this research sought to understand and address these mental health challenges through mindfulness-based interventions and workshops.
Aims: The research aimed to explore the effects of stress on students' academic performance, identify the main stressors as perceived by students, and examine how stress manifests in their behaviors. The overarching goal was to implement and evaluate mindfulness-based workshops designed specifically to alleviate stress and improve time-management skills among students aged 11 to 17.
Methods: A mixed-methods approach was employed, incorporating qualitative and quantitative data collection techniques. This included reflective journal entries from the educator, questionnaires distributed to students, and focus group discussions with teachers. The data collected aimed to comprehensively evaluate student perceptions of stress, its sources, and the effectiveness of the workshops.
Findings: The workshops resulted in substantive positive outcomes, with 94.4% of students reporting reduced stress levels and improved organizational skills. Participants particularly benefited from techniques for managing academic stress, with 88.9% acknowledging the workshops' positive impact. However, some areas, such as the ability to balance academic and personal life, indicated a need for ongoing support and individualized counseling.
Implications: The findings suggest that mindfulness-based interventions can significantly enhance student well-being and academic performance. The study highlights the necessity of integrating mental health support systems within educational frameworks, indicating that successful interventions can be adapted across various educational settings. It also underscores the importance of continuous follow-up and tailored strategies to sustain the efficacy of such programs.
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Keywords (free text)
mindfulness, stress management, academic performance, mental health, time management, interventions