Perceived Stress and Mindfulness Based Intervention in a Selected Higher Institution: Basis for Stress Resilience Program

Abstract

To investigate the relationship between perceived stress and the effectiveness of mindfulness-based interventions in a selected institution. The pressure, often arising from academic upcoming tests, heavy workload, social expectations, interpersonal conflicts, money management, tuition, allowance, etc. Has been linked to a rise in stress and mental health challenges among students. And exploring the potential of mindfulness-based practices to alleviate perceived stress and foster resilience in students across different academic stages, Quantitative descriptive-correlational design, surveying 155 college undergraduate students aged 18 to 40 years in Mary Chiles College, selected through stratified proportional random sampling. The findings revealed that the majority of respondents are young (64.5% aged 18–21), predominantly female (81.3%), and mostly enrolled in the BS Nursing program (74.8%), indicating a student-centered, health-related academic setting. All academic year levels were equally represented, ensuring balanced insights across cohorts. Most participants are single (95.5%), unemployed (76.1%), and live with their parents (59.4%), suggesting a high level of dependence and limited financial autonomy, which is typical of full-time students. The religious composition is largely Catholic (81.3%), reflecting the dominant faith in the Philippines, with minority groups including Muslims, Iglesia ni Cristo members, and others. The overall profile highlights a youthful, female-majority population strongly rooted in family and traditional support systems, offering a focused lens into the experiences and perspectives of students in healthcare-related programs. The researchers recommended a comprehensive program that can be called “RISE-UP” to foster mental well-being and emotional strength among the students. The RISE-UP stands for Resilience, Self Worth, Empowerment and Purpose”. That has a 3 phase, by having these phases the program ensures that students develop not only coping strategies but a life built on purpose, relationships, and inner strength and cultivate a resilient, compassionate, and empowered student body capable of thriving both in and beyond the classroom.