The experience of the academic environment can be competitive, stressful, and at times overwhelming for students and faculty alike. Self-compassion (defined by Neff et al., 2017, as including self-kindness, common humanity, and mindfulness) has been associated with general resourcefulness (Martin et al., 2019), self-regulation (Dundas et al., 2017), and well-being (Gunnell et al., 2017) in university students, but mindfulness practices evoking self-compassion remain underutilized in academic contexts. This presentation will share a meta-analysis synthesizing existing evidence for self-compassion outcomes of mindfulness interventions conducted in educational contexts, and the design features of these interventions that elicit optimal outcomes. We hope that the presentation inspires ideas for integrating and designing mindfulness interventions into course curriculum to improve student outcomes, and the experience of the course for faculty and students alike.
