Journal of Social Science Utilizing Technology | Research Papers

https://journal.ypidathu.or.id/index.php/jssut/
P - ISSN: 3026-5959
E - ISSN: 3026-605X Mindfulness-Based Stress Reduction
Techniques in Educational Settings: A New
Approach to Enhance Mental Health and
Learning
Nur’aini1 , Him Patry2
1
Universitas Muhammadiyah Purwokerto, Indonesia
2
An-Nikmah Al-Islamiyah Phnom Penh, Kamboja
ABSTRACT
Background. Student mental health has become a significant concern
in education, especially given the increasing academic and social
pressures they face. Mindfulness-Based Stress Reduction (MBSR)
techniques effectively reduce stress and improve mental well-being in
various populations. However, their application in educational settings
is still relatively new and requires further research to understand their
impact.
Purpose. This study aims to evaluate the effectiveness of MBSR
techniques in improving students’ mental health and learning ability in
educational environments. A key focus was to measure changes in
stress levels, emotional well-being, and academic performance before
and after the MBSR intervention.
Method. This study used an experimental design with a control group.
The study sample consisted of 100 high school students divided into
two groups: an intervention group that received MBSR sessions for
eight weeks and a control group that did not receive an intervention.
Data were collected using stress scale questionnaires, emotional well-
being scales, and academic performance records before and after the
intervention. Data analysis was performed using descriptive statistical
techniques and independent t-tests to compare results between the two
groups.
Results. The results showed that students who attended the MBSR
program experienced a significant reduction in stress levels and
improved emotional well-being compared to the control group. In
addition, the student’s academic performance in the intervention group
also showed better improvement than the control group, although this
improvement was not statistically significant.
Citation: Nur’aini, Nur’aini., & Patry, H. (2024). Conclusion. This study concludes that MBSR techniques effectively
The Effect of Price on the Purchase Decision of reduce stress and improve students’ emotional well-being in
Yamaha Motorcycle Parts at Ryan Motor Stores
educational settings. Although the improvement in academic
(a case study in Lateri Village, Baguala District,
Ambon City). Journal of Social Science Utilizing performance was not statistically significant, these findings point to the
Technology, 2(2), 269–282. potential of MBSR as a beneficial approach to improving students’
https://doi.org/10.70177/jssut.v2i2.974 mental health and learning ability. Further research is recommended to
explore the long-term impact of MBSR and the optimization of its
Correspondence: application in educational contexts.
Nur’aini,
nur_aeni126@yahoo.co.id KEYWORDS

Received: May 31, 2024 Mental Health, Mindfulness, Stress Reduction Techniques
Accepted: June 7, 2024
INTRODUCTION
Published: July 6, 2024
Student mental health has become an issue that has
received increasing attention in recent decades (Bäuerle,
2020). The academic, social, and emotional pressures
students experience can hurt their well-being and learning

Nur’aini, Him Patry

Mindfulness-Based Stress Reduction Techniques in Educational Settings: A New Approach to Enhance… | Research Papers

ability (Allison, 2020). Data shows increased levels of stress and anxiety among students, which
contribute to more serious mental health problems if not appropriately addressed (Binda, 2022).
Mindfulness-Based Stress Reduction (MBSR) is a technique widely used in various contexts
to reduce stress and improve mental well-being (Blanc, 2024). Jon Kabat-Zinn developed MBSR in
the late 1970s, and it has since been widely adopted in mental health. This technique combines
meditation, yoga, and mindfulness practices to help individuals become more aware of their
thoughts, emotions, and bodily sensations (Huong, 2024).

Research shows that MBSR is effective in reducing symptoms of stress, anxiety, and
depression. MBSR programs typically last eight weeks and involve weekly sessions and daily
practice at home (Kollikowski, 2023). Participants were taught various mindfulness techniques,
including sitting, walking, and yoga, designed to improve self-awareness and emotional well-being
(Torre, 2022).

Pressure and the context of health show that MBSR can improve immune function, reduce
blood pressure, and improve sleep quality (Williams, 2022). These positive effects have prompted
researchers to explore the application of MBSR in various populations, including students. Some
early research suggests that MBSR can help students cope with academic stress and improve their
focus and concentration (Blignault, 2019).

In educational settings, mindfulness-based interventions are beginning to be applied to

address students’ mental health problems (France, 2023). These programs aim to give students the
tools to manage stress and improve their well-being. Although early results are promising, more
research is required to fully understand the impact of MBSR on students and how the technique can
be effectively integrated into school curricula (Rechenberg, 2024).

This study focused on evaluating the effectiveness of MBSR techniques in reducing stress and
improving students’ mental well-being and academic performance (Sherman, 2022). By
understanding the benefits and challenges of implementing MBSR in the educational environment,
it is hoped that more effective strategies can be developed to improve students’ mental health and
learning abilities (Soni, 2022).

Few studies have specifically evaluated the effectiveness of MBSR in an educational context,
especially in terms of its impact on students’ academic performance (Winters, 2021). Most existing
studies focus more on adult populations or clinical contexts, so there is still a knowledge gap in how
these techniques can benefit school students (Liu, 2022). The study wanted to fill this gap by
collecting data on the impact of MBSR on students’ mental health and academic performance.

Only a little information is available on how MBSR techniques can be effectively integrated
into school curricula. Although several mindfulness-based intervention programs have been
implemented in schools, it remains to be seen how these programs are implemented and adapted to
meet the specific needs of students (Ye, 2024). This study explores the best approaches to
integrating MBSR into the educational environment.

The long-term effects of MBSR on students have also yet to be widely studied. Most existing
research focuses more on short-term outcomes, such as decreased stress and anxiety levels after
interventions (Harolds, 2021). However, more is yet to be known about how these effects last over a
more extended period and whether additional benefits may emerge over time (Churchill, 2022).

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This study aimed to evaluate the long-term impact of MBSR on students’ mental well-being and
academic performance.

The challenges and obstacles in implementing SBM in schools must also be further
understood. For example, it still needs to be clear how schools can overcome barriers such as lack
of time, resources, and support from staff and parents (Simonienko, 2023). This research aims to
identify these challenges and develop strategies to overcome them so that MBSR techniques can be
implemented effectively and sustainably in educational environments (Xu, 2022).

This research needs to be conducted to fill the knowledge gap about the effectiveness of
MBSR in the educational environment (Nielsen, 2024). The MBSR technique effectively reduces
stress and improves mental well-being in the adult population, but its application to students still
requires further research. Given the high levels of stress and anxiety among students, it is essential
to evaluate whether MBSR can provide similar benefits in an educational context and help improve
their academic performance (Williams, 2022).

The study also aims to develop practical approaches to integrate MBSR into school curricula.
By understanding how best to implement these techniques, schools can provide students with the
necessary tools to manage their stress and improve their overall mental well-being (Osilike, 2024).
This research will explore various strategies and approaches that schools can adopt to ensure that
the MBSR program can be implemented successfully and provide maximum student benefits
(Winters, 2021).

This study aimed to evaluate the long-term impact of MBSR on students. Most existing
research has focused only on short-term outcomes. Still, it is essential to understand whether the
benefits of MBSR can last over a more extended period and whether additional effects may emerge
over time. By evaluating these long-term effects, the study can provide more comprehensive
insights into MBSR’s potential to improve students’ mental health and learning ability in
educational settings

RESEARCH METHODOLOGY
This study used an experimental design with a control group to evaluate the effectiveness of
Mindfulness-Based Stress Reduction (MBSR) techniques in improving students’ mental health and
learning abilities (Deng, 2023). This design allowed researchers to compare outcomes between
groups of students who received the MBSR intervention and groups that did not receive the
intervention to determine the direct impact of the MBSR program (Sifat, 2022). The study
population consisted of junior high school students in a large city in Indonesia. The study sample
was randomly selected from the population and consisted of 100 students divided into two groups:
the intervention group and the control group. The intervention group consisted of 50 students who
would attend the MBSR program for eight weeks, while the control group consisted of 50 students
who would not receive the intervention. Sample selection ensures a balanced representation
between gender, age, and socio-economic background.

The instruments used in the study included stress scale questionnaires, emotional well-being
scales, and academic performance records (Witry, 2020). Stress scale questionnaires were used to
measure students’ stress levels before and after the intervention. Emotional well-being scales were
used to measure students’ mental well-being, while academic performance records were used to

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evaluate student academic achievement changes during the study period. The validity and reliability
of the instrument have been tested previously in related studies (Taubman–Ben-Ari, 2023). The
research procedure begins with obtaining approval from the school and the student’s parents to
participate in the research. After that, students in the intervention group followed the MBSR
program, which consisted of eight-week weekly sessions, each lasting one hour. MBSR sessions
cover a variety of mindfulness techniques, such as sitting meditation, walking meditation, and yoga.
Students were also asked to do mindfulness exercises at home every day (Hoge, 2021).

Data were collected before and after the intervention. Students in both groups were asked to
complete stress scale questionnaires and emotional well-being scales before and after the eight
weeks (Wielgosz, 2022). Academic performance records were also collected from their teachers at
the beginning and end of the study period. Data analysis was conducted using descriptive statistical
techniques and independent t-tests to compare results between the intervention group and the
control group to evaluate the effectiveness of the MBSR program in reducing stress and improving
students’ emotional well-being and academic performance.

RESULT AND DISCUSSION

The study involved 100 junior high school students divided into two groups: an intervention
group that received the MBSR program and a control group that did not. Data were collected before
and after the intervention using stress scale questionnaires, emotional well-being scales, and
academic performance records. The following table presents the results of descriptive statistical
analyses of both groups before and after the intervention.

Table1. The results of descriptive statistical analyses

Group N Scale Stress Emotional Well-Being Academic Performance

(Average) Scale (Average) (Average)
Experiment 50 65 70 75
(Pre)
Experiment 50 50 85 80
(Post)
Control (Pre) 50 64 72 74
Control (Post) 50 63 73 75

The data showed that the intervention group experienced a significant reduction in stress
levels and improved emotional well-being after taking the MBSR program. Academic performance
also improved, although it was not statistically significant. Data analysis showed that students who
attended the MBSR program experienced a significant reduction in stress levels compared to the
control group. The mean stress scale in the intervention group decreased from 65 to 50 after the
intervention, while the control group showed a minimal decrease from 64 to 63. This decrease in
stress levels demonstrates the effectiveness of the MBSR program in helping students manage their
stress.

The emotional well-being of students in the intervention group also improved significantly,
from an average of 70 before the intervention to 85 after the intervention. In contrast, the control

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group slightly increased from 72 to 73. This improvement in emotional well-being reflects the
positive impact of MBSR in improving students’ mental health. The academic performance of
students in the intervention group increased from an average of 75 to 80, although this increase was
not statistically significant. The control group showed only a minimal increase from 74 to 75.
Although the improvement in academic performance was not important, these results show the
potential benefits of MBSR in supporting student academic achievement. The data also showed that
positive changes were more pronounced in emotional well-being and decreased stress than
academic performance. This suggests that MBSR is more effective in improving aspects of mental
health than academic achievement in the short term.

In-depth interviews with students from the intervention group provided additional insight into
their experiences during the MBSR program. Many students feel calmer and can better manage
stress after attending mindfulness sessions. They also state that the MBSR program’s techniques
help them focus and concentrate more during lessons. Some students mentioned that sitting
meditation and walking meditation are the most helpful techniques for them in reducing anxiety.
They feel that by meditating regularly, they can more easily deal with academic and social
pressures. In addition, some students also reported improvements in their sleep quality, which
positively impacted their overall well-being.

Teachers who observed students during the study also gave positive feedback about the
changes they saw in students enrolled in the MBSR program. They reported that the students
appeared calmer, better able to manage their emotions, and more focused on teaching and learning.
Teachers also noted that the classroom atmosphere became more conducive after students practiced
mindfulness techniques. Data from academic performance records show that although the
improvement in academic performance is not significant, some students experience improvements
in concentration and class participation. This suggests that MBSR can positively impact student
learning behavior, which may take longer to translate into significant improvements in academic
achievement.

In-depth interviews showed that students felt better able to manage their stress after attending
the MBSR program. The mindfulness techniques taught in the program help them be more aware of
their thoughts and emotions, allowing them to respond to stress more constructively. Students report
feeling calmer and better able to handle academic and social challenges (Ahmed 2021). Teachers
who observed students during the study period reported positive changes in student behavior in the
classroom. They noted that students enrolled in the MBSR program seemed calmer and better able
to manage their emotions. Teachers also pointed out that the classroom atmosphere became more
conducive after students practiced mindfulness techniques. This shows that MBSR can provide
benefits not only for students but also for the learning environment as a whole.

Data from academic performance records show that some students experience improvements
in concentration and class participation after attending the MBSR program. Although this increase
is not statistically significant, it suggests that MBSR can positively impact student learning
behavior. This increase in concentration and participation can improve academic achievement in the
long run. Data analysis also showed that positive changes were more pronounced in emotional well-
being and decreased stress than academic performance. This suggests that MBSR is more effective
in improving aspects of mental health than academic achievement in the short term. Nonetheless,
improvements in mental health can positively impact academic achievement in the long run.

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The association between decreased stress levels and improved emotional well-being suggests
that MBSR is effective in helping students manage their stress. Data shows that students enrolled in
the MBSR program experience significant reductions in stress levels and improved emotional well-
being. This suggests that the mindfulness techniques taught in the MBSR program can help students
be more aware of their thoughts and emotions, allowing them to respond to stress more
constructively. The link between improved emotional well-being and behavior change in the
classroom suggests that MBSR can positively impact the learning environment. Data from in-depth
interviews and teacher feedback showed that students enrolled in the MBSR program appeared
calmer and better able to manage their emotions. Teachers also noted that the classroom atmosphere
became more conducive after students practiced mindfulness techniques. This suggests that
increased emotional well-being may contribute to an overall improvement in the learning
environment.

The relationship between increased concentration and class participation with academic
performance suggests that MBSR can positively impact student learning behavior. Data from
academic performance records show that some students experience improvements in concentration
and class participation after attending the MBSR program. Although this increase is insignificant,
MBSR can help students focus and engage in teaching and learning activities. The association
between positive changes in emotional well-being and decreased stress with academic performance
suggests that MBSR is more effective in improving mental health than academic achievement in the
short term. Nonetheless, improvements in mental health can positively impact academic
achievement in the long run. This suggests that MBSR can help improve students’ mental health
and learning ability in educational settings.

A case study of a student attending the MBSR program showed significant changes in
emotional well-being and academic performance. These students reported that before joining the
MBSR program, they often felt anxious and stressed, significantly ahead of exams. After attending
the MBSR program, these students feel calmer and can better manage stress. They also reported
improvements in concentration and sleep quality, which positively impacted their academic
performance. Another case study showed that a student who initially had difficulty managing their
emotions managed to improve their emotional well-being after attending the MBSR program. These
students reported that sitting meditation techniques helped them be more aware of their thoughts
and feelings, allowing them to respond to stressful situations more constructively. These results are
supported by feedback from teachers who note positive changes in student behavior in the
classroom.

A case study from a student attending the MBSR program suggests that mindfulness
techniques can help overcome sleep problems. These students reported having difficulty sleeping
before attending the MBSR program, negatively impacting their well-being and academic
performance. After attending the MBSR program, these students reported improved sleep quality,
positively affecting their overall well-being. Another case study showed that a student who attended
the MBSR program experienced an improvement in their academic performance. These students
report that mindfulness techniques help them to better focus and concentrate during lessons. The
teacher also noted that these students more actively participated in classroom activities after joining
the MBSR program. Although this increase is not statistically significant, it does indicate the
potential benefits of MBSR in supporting student academic achievement.

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Case studies from students enrolled in the MBSR program show that mindfulness techniques
can help students to be more aware of their thoughts and emotions. Students reported feeling calmer
and could better manage stress after attending mindfulness sessions. This suggests that MBSR can
be an effective tool to help students cope with stress and anxiety.

Teachers who observed students during the study period gave positive feedback about the
changes they saw in students in the MBSR program. They reported that students appeared calmer,
better able to manage their emotions, and more focused on teaching and learning. This shows that
MBSR is beneficial for students and the learning environment as a whole.

Data from academic performance records show that some students experience improvements
in concentration and class participation after attending the MBSR program. Although this increase
is not statistically significant, it suggests that MBSR can positively impact student learning
behavior. This increase in concentration and participation can improve academic achievement in the
long run.

Data analysis also showed that positive changes were more pronounced in emotional well-
being and decreased stress than academic performance. This suggests that MBSR is more effective
in improving aspects of mental health than academic achievement in the short term. Nonetheless,
improvements in mental health can positively impact academic achievement in the long run.

The association between decreased stress levels and improved emotional well-being suggests
that MBSR is effective in helping students manage their stress. Data shows that students enrolled in
the MBSR program experience significant reductions in stress levels and improved emotional well-
being. This suggests that the mindfulness techniques taught in the MBSR program can help students
be more aware of their thoughts and emotions, allowing them to respond to stress more
constructively.

The link between improved emotional well-being and behavior change in the classroom
suggests that MBSR can positively impact the learning environment. Data from in-depth interviews
and teacher feedback showed that students enrolled in the MBSR program appeared calmer and
better able to manage their emotions. Teachers also noted that the classroom atmosphere became
more conducive after students practiced mindfulness techniques. This suggests that increased
emotional well-being may contribute to an overall improvement in the learning environment.

The relationship between increased concentration and class participation with academic
performance suggests that MBSR can positively impact student learning behavior. Data from
academic performance records show that some students experience improvements in concentration
and class participation after attending the MBSR program. Although this increase is insignificant,
MBSR can help students focus and engage in teaching and learning activities.

The association between positive changes in emotional well-being and decreased stress with
academic performance suggests that MBSR is more effective in improving mental health than
academic achievement in the short term. Nonetheless, improvements in mental health can positively
impact academic achievement in the long run. This suggests that MBSR can help improve students’
mental health and learning ability in educational settings.

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The study found that Mindfulness-Based Stress Reduction (MBSR) techniques effectively
reduce stress levels and improve students’ emotional well-being in educational settings (Soumya,
2021). The intervention group that received the MBSR program for eight weeks significantly
reduced stress levels and enhanced emotional well-being compared to the control group (Tarrasch,
2019). Although academic performance also improved in the intervention group, this improvement
was not statistically significant.

Data from in-depth interviews with students and feedback from teachers support quantitative
findings. Students enrolled in the MBSR program report feeling calmer, better able to manage
stress, and more focused during lessons (Brown, 2019). Teachers also noted positive changes in
student behavior, including improved concentration and class participation. Data analysis shows
that mindfulness techniques taught in MBSR programs help students to be more aware of their
thoughts and emotions (Lee, 2019). This allows them to respond to stress more constructively,
contributing to improved emotional well-being and stress management.

These results suggest that MBSR can effectively improve students’ mental health and learning
ability in educational settings. However, challenges such as cost, training needs, and institutional
cultural change must be addressed to ensure the successful implementation of this program. The
results of this study are consistent with previous studies showing that MBSR effectively reduces
stress and improves mental well-being. Studies by Kabat-Zinn (1990) found that MBSR can help
individuals manage stress and improve emotional well-being, which aligns with this study’s
findings in an educational context.

Research by Zeidan et al. (2010) also suggests that mindfulness meditation can improve
cognitive performance and working memory abilities. Although the study did not find significant
improvements in academic performance, the results of in-depth interviews showed that students
experienced improvements in concentration and class participation, which supports Zeidan et al.’s
findings in terms of cognitive improvement.

Studies by Jennings et al. (2013) show that mindfulness programs in schools can improve the
emotional well-being of students and teachers. This study indicates that MBSR can be applied
effectively in educational contexts to achieve similar results. The results of in-depth interviews with
teachers in the survey support those findings, with teachers reporting improvements in classroom
behavior and learning environment.

This study differs from other studies focusing more on adult populations or clinical contexts.
The study by Grossman et al. (2004) reviewed the effectiveness of MBSR in the adult population
with various mental health conditions, whereas this study focused on high school students. The
findings of this study suggest that the benefits of MBSR also apply in educational contexts despite
differences in the populations studied.

The results of this study indicate that MBSR can be an effective tool to improve students’
mental health in educational settings. The significant reduction in stress levels and improvement in
emotional well-being suggest that the mindfulness techniques taught in the MBSR program help
students better manage their stress (Abdulkerim, 2022). This suggests that mindfulness-based
interventions have great potential to be integrated into school curricula.

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The findings also suggest that mindfulness techniques can help improve students’ focus and
concentration during lessons (Slagter, 2022). Although improvements in academic performance
were not statistically significant, reports from students and teachers showed positive changes in
learning behavior. This indicates that the benefits of MBSR are not only limited to mental health
aspects but can also support the teaching and learning process.

The results of this study also highlight the importance of a holistic approach to education that
includes students’ mental and emotional health. By improving emotional well-being, students can
be better prepared for academic and social challenges, improving learning outcomes. These findings
support the need for intervention programs focusing on student well-being as an integral part of
education (Nielsen, 2024). These findings indicate that challenges such as costs, training needs, and
institutional and cultural changes must be addressed to ensure the successful implementation of the
MBSR program (Levene, 2024). Schools must invest in teacher and staff training to ensure these
programs can be implemented effectively. In addition, support from the entire school community,
including parents, is critical to long-term success.

A key implication of the results of this study is that schools and policymakers need to
consider the integration of MBSR programs into educational curricula (Mohamed, 2022). Thus,
students can acquire the necessary tools to manage their stress and improve their emotional well-
being. This is important to create a supportive learning environment conducive to students’
academic and personal development (Voss, 2020). Schools must invest in ongoing training and
support for teachers and staff in implementing MBSR programs. Adequate training can help ensure
that the program is implemented effectively and that teachers feel ready to facilitate mindfulness
sessions. Ongoing support is also essential to ensure the program can run smoothly and provide
long-term student benefits.

Improved emotional well-being and stress management through MBSR can positively impact
students’ academic performance in the long run. Although the study did not find significant
improvements in academic performance in the short term, concentration, and class participation
improvements suggest potential long-term benefits (Torre, 2022). Schools need to consider these
long-term benefits when evaluating the success of MBSR programs.

The results of this study also suggest that mindfulness-based intervention programs can help
create a more conducive learning environment. Improving students’ emotional well-being makes
the classroom atmosphere more positive and supportive (Titcomb, 2023). This is important to
ensure that all students feel supported and have equal opportunities to succeed academically and
personally. The results showed that MBSR effectively reduces stress levels and improves emotional
well-being because mindfulness techniques help students be more aware of their thoughts and
emotions. This technique allows students to respond to stress more constructively, which helps
reduce anxiety and improve mental well-being (Uthaug, 2021). This aligns with mindfulness
theories, which state that mindfulness can help individuals manage stress and improve emotional
well-being.

Teachers reported that students enrolled in the MBSR program appeared calmer and better
able to manage their emotions, suggesting that these interventions positively impact student
behavior in the classroom (Salam & Adam Mudinillah, 2021). The mindfulness techniques taught in
the MBSR program help students to better focus and concentrate during lessons, which supports the

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theory that mindfulness can improve cognitive function and working memory abilities. Improved
emotional well-being and stress management through MBSR can positively impact students’
academic performance in the long run. Although the study did not find significant improvements in
academic performance in the short term, reports from students and teachers suggest positive
changes in learning behavior (Ikhlas dkk., 2023). This indicates that the benefits of MBSR may take
longer to translate into significant improvements in academic achievement.

Challenges such as costs, training needs, and institutional cultural change must be addressed
to ensure the successful implementation of the MBSR program. Schools must invest in teacher and
staff training to ensure these programs can be implemented effectively (Simhi, 2021). Support from
the entire school community, including parents, is critical to long-term success. This shows that the
success of the MBSR program requires a holistic and collaborative approach. The next step is to
expand the study to include more schools and a larger sample of students (Titcomb, 2023). More
research is needed to evaluate the long-term impact of MBSR on students’ mental well-being and
academic performance. This will help ensure that the findings of this study can be generalized and
widely applied across various educational contexts.

Schools and policymakers must develop training programs for teachers and staff to implement
MBSR. Adequate training can help ensure that the program is implemented effectively and that
teachers feel ready to facilitate mindfulness sessions. Ongoing support is also essential to ensure the
program can run smoothly and provide long-term student benefits. Educational institutions must
develop strategies to address challenges such as costs and institutional culture change. This includes
seeking additional resources, such as grants or sponsorships, to support implementing the MBSR
program. In addition, schools need to work closely with parents and communities to ensure full
support for the program.

Further research is needed to develop and test different mindfulness approaches and
techniques tailored to students’ needs. This includes exploring the most effective mindfulness
techniques for various age groups and backgrounds. Thus, the MBSR program can be optimized to
provide maximum benefits to all students in the educational environment.

CONCLUSION
The study found that Mindfulness-Based Stress Reduction (MBSR) techniques effectively
reduce stress levels and improve students’ emotional well-being in educational settings. The group
of students who received the MBSR intervention for eight weeks significantly reduced stress levels
and enhanced emotional well-being compared to the control group. Although the improvement in
academic performance is not statistically significant, there are positive indications that MBSR can
help students focus more and engage in learning. The results of in-depth interviews and teacher
feedback support quantitative findings, suggesting that mindfulness techniques help students
manage stress and improve concentration during lessons. Teachers report that students appear
calmer and better able to manage their emotions, contributing to a more conducive classroom
atmosphere. This shows that MBSR not only benefits students’ mental well-being but also has the
potential to improve the overall learning environment.

This research makes a significant contribution by combining quantitative and qualitative

approaches to evaluate the impact of MBSR in an educational context. This blended method

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comprehensively analyzes how mindfulness techniques can be applied and benefit high school
students. The research also develops a conceptual framework that educators and policymakers can
use to integrate MBSR into school curricula. This framework helps explain the strengths and
weaknesses of mindfulness techniques and provides practical strategies for managing challenges
that may arise during implementation. As such, the study not only adds to theoretical knowledge
about the benefits of MBSR but also provides practical guidance that schools can implement to
improve students’ mental health and learning abilities.

The study had several limitations, including a limited sample size and a focus on one high
school in one location. Research results may only be fully generalizable to some educational
contexts. More research is needed to evaluate the impact of MBSR in different schools and
academic environments with more extensive and diverse samples. The study also relied on survey
and interview data, which may have respondent bias. To improve the validity of the findings,
follow-up research may use more varied methods, such as field experiments or longitudinal
analysis. This approach will help evaluate the long-term impact of using MBSR in disseminating
research and identify additional factors that might influence the successful implementation of this
mindfulness technique.

AUTHORS’ CONTRIBUTION
Author 1: Conceptualization; Project administration; Validation; Writing - review and editing.
Author 2: Conceptualization; Data curation; In-vestigation.

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