The Impact of Mindfulness-Based Interventions on Academic Stress Among High School Students

Abstract

The increasing prevalence of academic stress among high school students has prompted the exploration of effective interventions to enhance their psychological well-being. This study investigates the impact of mindfulness-based interventions (MBIs) on reducing academic stress and improving emotional regulation in high school students. A quasi-experimental design was employed, involving 120 students aged 15-18 years, divided into an intervention group and a control group. The intervention group participated in an 8-week MBI program comprising mindfulness exercises, breathing techniques, and guided meditations, while the control group followed their usual academic routine. Academic stress levels were measured using the Academic Stress Inventory (ASI) pre- and post-intervention. Results demonstrated a significant reduction in stress levels among students in the intervention group compared to the control group (p < 0.05). The findings suggest that MBIs can be an effective approach to mitigate academic stress and foster emotional resilience in students. Implications for incorporating MBIs into school curricula to promote mental health and academic performance are discussed.