Starting from the Same Spot - Exploring Mindfulness Meditation and Student Transitions in the Introductory Health Promotion Classroom

Oct 15, 2026

Research examines student perceptions of mindfulness meditation (MM) in an introductory health promotion course and the ways MM use during class connects to student transitions. Qualitative evidence comes from an online survey and in-person interviews, then is interpreted through thematic analysis. Four themes emerge: MM supports peace and calm, strengthens student focus, promotes mental health, and improves the classroom environment, alongside described challenges and recommendations.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Post-secondary transition challenges

Student support and learning climate

Mindfulness meditation in education

Starting from the Same Spot: Exploring Mindfulness Meditation and Student Transitions in the Introductory Health Promotion Classroom Madison MacQuarrie Dalhousie University Nicole Blinn Dalhousie University Samantha MacLellan Dalhousie University Megan Flynn Dalhousie University Jessie Meisner Dalhousie University Phoebe Owen Dalhousie University Becky Spencer Dalhousie University Canadian Journal of Education / Revue canadienne de l’éducation 44:1 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation [www.cje-rce.ca](www.cje-rce.ca) Abstract The purpose of this research was to explore student perceptions of mindfulness meditation (MM) in an introductory health promotion course, and how the use of MM during class might relate to the transitions experienced by students. Qualitative data collection took place through an online survey and in-person interviews. Data were analyzed using thematic analysis. Four key themes were identified from this research. First, that MM facilitates a sense of peace and calm; second, that MM encourages students to focus; third, MM helps promote student mental health; and finally, MM positively changes the classroom environment. Challenges and recommendations were also described. Keywords: mindfulness, meditation, university, transitions Résumé Cette recherche avait pour objectif d’explorer la perception des étudiants de la « méditation de pleine conscience » (MPC) dans un cours d’introduction à la promotion de la santé, et en quoi l’utilisation de la MPC en classe peut être liée aux transitions vécues par les étudiants. La collecte des données qualitatives a été réalisée par le moyen d’un sondage en ligne et d’entrevues en personne. Une analyse thématique a permis d’analyser les données recueillies. Cette recherche a permis d’identifier quatre thèmes principaux. Premièrement, la MPC favorise un sentiment de paix et de calme ; deuxièmement, elle encourage la concentration des étudiants ; troisièmement, elle aide à promouvoir leur santé mentale ; etenfin, elle modifie positivement le climat de la classe. Finalement, des défis sont décrits et des recommandations formulées. Mots-clés : pleine conscience, méditation, université, transitions Canadian Journal of Education /Revue canadienne del’éducation 44:1 (2021) [www.cje-rce.ca](www.cje-rce.ca) Introduction Beginning post-secondary education is a complex process of transition for students, especially the transition from high school to university (De Clerq et al., 2018; Christie et al., 2016; McInnis, 2010). This dynamic transition may require navigating change, instability, and shifts in identity and setting, which are intensified in the context of education (Coertjens et al., 2017; Hussey & Smith, 2010; Gale & Parker, 2014; Leese, 2010) . Students are faced with various social, academic, personal, and institutional changes during their transition to university, and may experience feelings of anxiety or uncertainty associated with the adjustment (Christie et al., 2016; De Clerq et al., 2018; Gibson et al., 2018; Laing et al., 2005; Meehan & Howells, 2018) . The transition to university can be particularly challenging for first-generation students and other underrepresented populations in higher learning. These populations may not have the same social or cultural capital to feel a sense of belonging, or may not receive, or feel empowered to access, institutional supports and resources (Briggs et al., 2012; Coertjens et al., 2017; Leese, 2010; Meehan & Howells, 2018) . Specific to the educational context, changes in academic expectations, ways of knowing, and approaches to learning may disrupt the development of a learner’s identity and provoke feelings of anxiety and uncertainty (Coertjens et al., 2017; Hussey & Smith, 2010). Low confidence, dropouts, and academic difficulties are common during the first year of university, indicating a critical time for stud

FAQs

What was the study’s primary purpose regarding mindfulness meditation?

The study explored how students perceive mindfulness meditation in an introductory health promotion course and how using it in class relates to students’ transitions.

How were the research data collected and analyzed?

Qualitative data were gathered through an online survey and in-person interviews, then analyzed using thematic analysis.

What key themes did the researchers identify from students’ perceptions?

Four themes were identified: MM fosters peace and calm, helps students focus, supports mental health, and positively changes the classroom environment.

Oct 15, 2026

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