This cross-sectional qualitative study compared how college students in India (n=512, mean age 20) and the U.S. (n=508, mean age 19) define, practice, and encounter challenges with mindfulness, using open-ended questions analyzed via inductive content analysis.
Both groups shared core definitions (present-moment awareness, non-judgmental stance), but key differences emerged: Indian students more often practiced meditation; U.S. students more often cited physical activity, reflection, spiritual/religious practices, and awareness of others. Indian students most commonly reported distraction as a barrier; U.S. students reported more emotional, psychological, and interpersonal challenges. U.S. students used a broader range of coping strategies (self-care, positive thinking, time management), while Indian students leaned on self-regulation.
- Data collected at a limited number of colleges in each country, with a mostly female, early-career sample, limiting generalizability. - U.S. participants received course credit while Indian participants did not, potentially skewing response rates and introducing selection bias. - All responses collected in English, which may not capture culturally nuanced meanings; no measure of prior mindfulness familiarity was included.
Clinicians and educators delivering mindfulness programs to college students should assess each student's cultural background and personal definition of mindfulness before prescribing practices — a one-size-fits-all approach may miss key barriers (e.g., distraction in Indian students vs. emotional distress in U.S. students). Using open-ended intake questions to explore how students conceptualize mindfulness can improve engagement and cultural fit.
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