Perceived Stress Among Students and Their Perceptions of Mindfulness and Therapeutic Yoga Practice in Bhutan: A Comparative Cross‐Sectional Study

Introduction Student stress is an important public health concern. Mindfulness and Therapeutic Yoga Practice ( Sorig Zhiney and Luejong ) has been introduced in selected Bhutanese schools to promote student well‐being, but evidence regarding students’ perceived stress and experiences of these practices remains limited. Methods This comparative cross‐sectional study included 1035 students in Classes IX–XII from four selected secondary schools in Punakha and Pemagatshel, Bhutan, 2025. Schools were purposively selected according to program implementation, and students were randomly selected from eligible student lists. Stress levels were measured using the Perceived Stress Scale (PSS), and factors associated with high perceived stress were identified using logistic regression. Results Data from 490 students in schools implementing the program and 545 in schools without the program were analyzed. High perceived stress was reported by 28 (5.87%) students and 33 (6.25%) students, respectively ( p = 0.946), mean PSS scores were similar (19.15 ± 4.87 vs. 19.18 ± 4.76; p = 0.910). Program availability was not associated with high perceived stress (adjusted odds ratio [OR] 0.91, 95% confidence interval [CI] 0.39–2.10; p = 0.823). Female sex, Class XII, very frequent disconnection from family, and poor appetite were associated with higher odds of high perceived stress. Among students in program schools, 392 (83.76%) practiced a few times weekly, 333 (68.38%) reported perceived benefits, and 435 (89.51%) recommended the practices to others. Conclusion Students in schools with and without the program had similar levels of perceived stress. Students in program schools reported generally favorable perceptions and experiences.