Research
This study examines how mindfulness, feedback literacy, and stress intersect in post-secondary learning. Survey and focus group findings show that students with higher mindfulness report stronger feedback literacy and lower stress, while emotional reactions to feedback often hinder learning. Although students are familiar with mindfulness practices, they rarely apply them intentionally during feedback engagement. The findings underscore the need for targeted, digital supports that explicitly connect mindfulness to feedback processes.
This paper introduces an open-access, six-lesson asynchronous course that integrates mindfulness with feedback literacy to support student well-being and learning in higher education. Developed by a multidisciplinary team and embedded within for-credit courses, the resource helps students manage the emotional impact of feedback, build resilience, and engage more productively with critique. Student responses highlight increased confidence, reduced stress, and greater willingness to seek feedback, demonstrating the course’s potential as a scalable, inclusive approach to supporting learning and mental health.
This article explores student reflections following participation in a mindfulness-integrated feedback literacy course. Students described reframing feedback as a tool for growth rather than judgment, leading to increased self-compassion, reduced anxiety, and more proactive feedback engagement. Participants also reported applying these skills beyond academia, including in personal and professional contexts, highlighting the broader, transferable value of mindfulness-informed feedback literacy training.
We acknowledge the support from
Western Centre for Education Research and Innovation (CERI)
https://www.schulich.uwo.ca/ceri/
Western Centre for Teaching and Learning (CTL)
https://teaching.uwo.ca/index.html
Western Instructional Technology and Resource Centre
Parr Centre for Thriving
