A Qualitative Inquiry of Mindfulness Practices Among College Students in India and the United States: Definitions, Challenges, and Strategies

Objectives: Mindfulness, rooted in Buddhist philosophy, has gained global prominence for its psychological benefits. However, cultural contexts influence how mindfulness is defined and practiced. This exploratory qualitative study examined perceptions and practices of mindfulness among college students in India ( N = 512) and the U.S. ( N = 508). Methods: Students responded to open-ended questions assessing the definitions, challenges, and strategies related to mindfulness. Reflective thematic analysis followed using Braun and Clarke’s (2006, 2019) six-phase approach. Results: Seven major themes emerged regarding mindfulness definitions, with students in the U.S. more likely to emphasize awareness (self and/or environment) and be considerate of others in their definitions of mindfulness. Twelve themes were identified in examples of mindfulness practice, revealing that students in India more commonly practiced meditation whereas U.S. students were more likely to engage in physical activity, reflective practices, spiritual/religious practice, and consideration of others. Challenges to mindfulness fell into five themes. Indian participants most often cited distraction as a key barrier, while U.S. participants more frequently reported emotional and interpersonal difficulties. Strategies to overcome challenges included psychological, behavioral, and physiological approaches, with cultural nuances evident in strategy preference. Conclusions: Findings highlight key cross-cultural similarities and differences, emphasizing the need for culturally-informed mindfulness interventions. This research provides novel insight into how college students from diverse cultural backgrounds conceptualize and engage with mindfulness, supporting future efforts to tailor mindfulness-based programs to global populations.