The Impact of Mindfulness-Based Interventions on Stress and Anxiety in High School Students: A Mixed-Method Study

Abstract

This research investigates whether mindfulness-based interventions (MBIs) effectively reduce stress and anxiety among high school students. Employing a mixed-methods framework, the study integrates quantitative surveys with qualitative interviews to assess changes in students’ stress and anxiety after participating in an eight-week mindfulness program. The sample included 100 students, aged 15 to 18, who completed pre- and post-intervention assessments measuring stress and anxiety levels.Results indicated that MBIs produced significant reductions in both stress and anxiety, with a more marked decrease observed in anxiety. Polynomial regression analysis supported these findings. Additionally, qualitative data from interviews and focus groups revealed positive developments in emotional regulation, academic performance, and social relationships. Overall, the evidence suggests that mindfulness training is a valuable resource for helping students manage academic and social pressures. However, the data also indicate that students with initially high levels of stress benefited less from the intervention, suggesting that supplementary support may be necessary for this subgroup. Integrating mindfulness practices into school mental health strategies could, therefore, be beneficial for promoting student well-being.