4. How does it work and what are its challenges? Psychological Science Research Group Mindfulness in Higher Education: An Evaluation of a Four-Year MBSR Programme at a UK HEI Christine Ramsey-Wade, Senior Lecturer in Counselling Psychology and mindfulness teacher Christine.ramsey-wade@uwe.ac.uk 3. Does it work? Sample: 73% Female, Average age: 41, Age range: 21 – 64, largely staff with some students / externals ‘On scale of 1 – 10, how important has this course been for you?’ Average – 8.3 (N = 38) Data indicates – YES! 1. Context MBSR programmes within universities are well-established in the US and increasing in the UK, as levels of stress are high amongst students and staff. Sample size PSS before PSS after p value MAAS before MAAS after Total 63 21.76 14.51 0.000000000003 2.94 3.94 0.0000000000000000004 2. Method Participants were invited to complete the Mindfulness Attention and Awareness Scale and the Perceived Stress Scale in their group assessment sessions and in their Week 8 classes. Scores from consenting participants were analysed using a paired, two-tailed t-Test. Written qualitative feedback was also collated from consenting participants and reported descriptively, using thematic analysis to organise the data. Ethical approval to gather data from participants for research purposes was obtained from the FREC before teaching commenced. 4. How does it work and what are its challenges? Thematic analysis of qualitative feedback is ongoing. Initial codes indicate that most participants found the course to be a positive experience, with themes of returning to wiser ways of being, giving oneself the gift of attention as self-care, enjoying the ordinary, and group support underlying this. Learning about oneself and learning a range of practices were also key. Participants largely reported reductions in stress and anxiety levels, and an increase in acceptance and present moment awareness. The main challenge was finding the time to practice, in terms of motivation and self-discipline, but also in terms of prioritising one’s own needs. A further challenge lay in facing up to one’s personal issues, which were at times described as ‘demons’ or ‘monsters’. Finally, some found sharing their experiences with the group difficult. 5. Top Tips for Teachers Look out for and avoid dual relationships, when teaching staff and students on campus. Invite students to leave their job titles at the door - ! Extensive assessment and screening is key. Direct participants with moderate to severe mental health issues to an MBCT course off campus where appropriate Pre-course information should detail the level of commitment required for the programme, in terms of home practice and facing personal issues, to reduce attrition Be clear about expectations regarding participation, so that students have permission not to speak during whole group enquiry if not comfortable