In recent years, mindfulness has gained widespread attention as an effective strategy for promoting emotional well-being and academic success among students. Amid increasing levels of stress, anxiety, and self-esteem issues in educational settings, exacerbated by global disruptions such as the COVID-19 pandemic, there is a pressing need to explore interventions that foster students’ emotional resilience. While mindfulness has been extensively studied in adult populations, a research gap remains in understanding how mindfulness affects selfesteem and stress reduction among students, particularly through qualitative lenses. The purpose of this study was to investigate the role of mindfulness practices in fostering students’ selfesteem and emotional resilience within educational contexts. Adopting a narrative review methodology, this study synthesised findings from recent qualitative and mixed-method research to identify recurring themes and outcomes. The review revealed four major themes: mindfulness reduces anxiety and emotional distress, enhances self-perception and self-esteem, fosters emotional resilience, and is effective even when delivered through brief or structured interventions, such as MBSR and MBCT. These practices not only helped students cope with academic pressure and uncertainty but also supported the development of healthier self-concepts and adaptive coping mechanisms. The findings underscore the value of integrating mindfulness into classroom routines and educational programs to create emotionally safe and supportive learning environments. This study contributes to the growing body of research advocating for holistic, student-centred approaches to mental health in schools. It highlights the need for more longitudinal and culturally diverse studies in the field.
S et al. (Sun,) studied this question.