The Impact of Mindfulness-Based Interventions on Academic Performance and Mental Health in University Students: A Randomized Controlled Trial

Abstract

University students worldwide are experiencing a growing mental health crisis, with anxiety, depression, and academic stress undermining well-being and learning outcomes (Auerbach et al., 2018). Mindfulness-based interventions (MBIs) have gained empirical support for reducing psychological distress and enhancing cognitive performance in diverse populations (Kabat-Zinn, 2013; Khoury et al., 2015). Yet, little is known about their impact on both academic performance and mental health within African higher education settings, nor have these interventions been consistently examined through a theological lens. This study employs a randomized controlled trial (RCT) to evaluate the effectiveness of an eight-week MBI program on the mental health and academic performance of undergraduate students. Preliminary findings suggest that participants receiving MBIs demonstrated significant improvements in psychological well-being and academic achievement compared to a control group. Theologically, the practice of mindfulness resonates with biblical contemplative traditions that emphasize meditation, renewal of the mind, and holistic flourishing (Ps. 1:2; Rom. 12:2). This research contributes to psychology by confirming MBIs’ effectiveness in student development and to theology by situating contemplative practices within a biblical worldview. The results underscore the need for holistic approaches in higher education that integrate mental, academic, and spiritual well-being.