Mindfullness-based programs improve psychological flexibility, mental health, well-being and time management in academics

(1) Background: Occupational stress is high in academia, and is partly related to time pressure. Mindfulness-based programs are known to be e ective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the e ects of a mindfulness-based program on academics’ psychological flexibility, mental health, well-being, and time management. (2) Methods: The study was conducted in a French research department. Participants were o ered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety, and depression symptoms), well-being, and time use were collected before and after the eight week program. (3) Results: Results showed that psychological flexibility, mental health, well-being, and e cient time use significantly increased in the intervention group compared to the control condition. (4) Conclusions: The results suggested that the mindfulness-based programs were e ective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management