Vol. 6, Issue 1, Part A (2024)

Academic stress among college students is a rising concern that significantly impacts mental health and academic performance. This research investigates the efficacy of mindfulness training in reducing academic stress, using a sample of 300 students from the Agra district. The study employed a mixed-methods approach involving pre-test/post-test designs, standardized stress measurement scales, and statistical techniques including t-tests, ANOVA, and regression analysis. Descriptive tables (Tables 1-12) reveal distinct patterns in demographic distributions, baseline stress levels, and post-intervention outcomes. The experimental group, which received an 8-week mindfulness training program, exhibited a substantial reduction in stress (22.1%), while the control group showed only marginal improvement (2.6%). These findings strongly justify the research hypothesis that mindfulness-based interventions significantly reduce academic stress. Agra-specific socio-cultural dynamics were also considered to contextualize outcomes, making this study both locally grounded and universally relevant. The study contributes meaningfully to the growing field of mental health interventions in higher education, and advocates for institutional adoption of mindfulness programs to improve student well-being and academic resilience.