A Systematic Review and Meta-analysis of Online Mindfulness-Based Interventions for University Students: An Examination of Psychological Distress and Well-being, and Attrition Rates

Abstract

AbstractThere are increasing concerns about university students’ mental health with mindfulness-based interventions (MBIs) showing promising results. The effect of MBIs delivered digitally to a broad range of university students and study attrition rates remain unclear. This review aimed to explore the effectiveness of online MBIs on university students’ mental health, academic performance and attrition rate of online MBIs. Four databases were searched; both randomised and non-randomised controlled trials were included. Outcomes included mental health-related outcomes and academic performance. Twenty-six studies were identified with outcomes related to mental health. When compared with non-active controls, small to medium statistically significant effect sizes in favour of online MBIs were found for depression, stress, anxiety, psychological distress and psychological well-being at post-intervention. However, these benefits were not seen when online MBIs were compared to active controls and other treatments at post-intervention or follow-up. University students in online MBI arms were more likely to drop out compared to non-active controls and active controls, but no differences were found compared to other treatments. Generally, the included studies’ risk of bias was moderate to high. Online MBIs appear beneficial for improving university students’ mental health when compared to non-active controls post-intervention, but not active controls or other treatments. Findings related to active controls and other treatments should be interpreted with caution due to the small number of studies, the small number of participants in included studies and the degree of heterogeneity in effect sizes.