Réactions d’étudiants à l’introduction d’un temps bref de méditation de pleine conscience au début d’un cours à l’université

Abstract

Introduction

Many students experience problematic levels of stress that affect their well-being, health and academic performance. Several studies suggest that developing mindfulness could be one answer to this problem. However, developing the practice of mindfulness at university is not easy.

Objective

The aim of this study was to assess students’ attitudes towards a mindfulness practice designed to reduce the barriers identified in the literature. Specifically, it involved 4-minute periods of focused attention on breathing at the beginning of lectures, once a week for one semester.

Method

At the end of the course cycle, a 17-item questionnaire was sent to all students concerned (n = 725). The aim was to assess the extent to which the participants had enjoyed the practice and had benefited themselves and/or the group. Of the completed questionnaires, 271 could be analyzed.

Results

Most students participated regularly in the exercise and developed a positive attitude towards this practice. The data suggest that 4 minutes of practice is sufficient to generate positive feelings, both intra-individually, such as feeling calmer, and inter-individually, such as feelings an improvement in the general atmosphere of the class.

Conclusion

A short period of focused attention seems to be enough to make a difference. It is therefore a good first step towards introducing mindfulness at university.