# Addressing Psychological Distress in College Students Through Mindfulness Training: A Pre–Post Intervention Across Three Cohorts with Different Delivery Methods

## TL;DR

This study shows that mindfulness training helps reduce stress and anxiety in college students, regardless of whether it's delivered online, in person, or through a hybrid format.

## Contribution

The study compares three delivery methods of mindfulness training and finds them equally effective in reducing psychological distress among college students.

## Key findings

- Mindfulness training significantly reduced perceived stress, anxiety, and depression in students.
- No significant differences in effectiveness were found between online, hybrid, and in-person delivery formats.
- Self-compassion levels slightly declined, and sleep quality remained stable after the intervention.

## Abstract

College students are particularly vulnerable to psychological distress, including anxiety, depression, and chronic stress, often triggered by academic pressure, developmental challenges, and events such as the COVID-19 pandemic. This study examined the effectiveness and feasibility of a structured mindfulness-based program—Mindfulness Laboratory (MLAB)—delivered over three academic years to psychology students in Italy through online, hybrid, and in-person formats. A total of 194 students participated, with 176 completing pre- and post-intervention assessments. Standardized self-report measures evaluated mindfulness (FFMQ, MAAS), perceived stress (PSS), resilience (RS-14), sleep quality (PSQI), depressive symptoms (BDI-II), anxiety (STAI-Y1, STAI-Y2), and self-compassion (SCS). A non-randomized control group of 51 students who did not undergo the intervention was also included. The results showed significant improvements in mindfulness, perceived stress, anxiety, and depression, with a smaller but significant increase in resilience. Sleep quality remained stable, while self-compassion levels slightly declined. Surprisingly, no significant differences were found across the three delivery formats, suggesting comparable effectiveness regardless of modality. These results support the feasibility and benefits of mindfulness-based interventions for university students. Further controlled studies with long-term follow-up are needed to confirm upon these findings.