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Objectives <p>Mindfulness programs are increasingly delivered to adolescents to help them navigate emotional and social challenges, yet little is known about how they apply these skills after program completion. While most research has focused on short-term, school-based programs and intrapersonal outcomes, this qualitative study explored how adolescents integrated mindfulness into their lives one month after participating in an intensive, weeklong retreat.</p> Method <p>Fifteen adolescents (<i>M</i>age = 16.74&#xa0;years, <i>SD</i> = 1.58&#xa0;years; 73% girls, 27% boys; 53.3% White, 6.7% African American, 6.7% East Asian, and 33.3% Multiracial) completed interviews one month after a six-day mindfulness retreat. Participants reflected on retreat takeaways and described how they applied mindfulness to personal and social challenges. Data were analyzed using a three-cycle coding process to identify patterns in intra- and inter-personal applications.</p> Results <p>Adolescents described intra-personal applications, such as self-awareness and regulation (100% of adolescents; e.g., regulating thoughts and emotions), practicing self-compassion and acceptance (73%; e.g., being less self-critical), and gaining a broader perspective (60%; e.g., focusing on what matters). They also reported inter-personal applications, including navigating social anxiety and building connections (73%; e.g., using mindfulness to reduce social apprehension), engaging in compassionate communication (67%; e.g., active listening and providing emotional support), and greater social awareness and attunement (53%; e.g., practicing empathy and perspective-taking). All adolescents described experiences in both domains.</p> Conclusions <p>This study offers insights into how adolescents integrate mindfulness into daily life after an immersive retreat and suggests such experiences foster transferable skills supporting developmental needs. Implications for contemplative science are discussed.</p> Preregistration <p>This study is not preregistered.</p>

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From Retreat to Reality: A Qualitative Study of How Adolescents Apply Mindfulness One Month After a Weeklong Retreat

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月26日

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  • Jiaxiong Irvin Li,
  • Brian M. Galla,
  • Michael J. Tumminia

摘要

Objectives

Mindfulness programs are increasingly delivered to adolescents to help them navigate emotional and social challenges, yet little is known about how they apply these skills after program completion. While most research has focused on short-term, school-based programs and intrapersonal outcomes, this qualitative study explored how adolescents integrated mindfulness into their lives one month after participating in an intensive, weeklong retreat.

Method

Fifteen adolescents (Mage = 16.74 years, SD = 1.58 years; 73% girls, 27% boys; 53.3% White, 6.7% African American, 6.7% East Asian, and 33.3% Multiracial) completed interviews one month after a six-day mindfulness retreat. Participants reflected on retreat takeaways and described how they applied mindfulness to personal and social challenges. Data were analyzed using a three-cycle coding process to identify patterns in intra- and inter-personal applications.

Results

Adolescents described intra-personal applications, such as self-awareness and regulation (100% of adolescents; e.g., regulating thoughts and emotions), practicing self-compassion and acceptance (73%; e.g., being less self-critical), and gaining a broader perspective (60%; e.g., focusing on what matters). They also reported inter-personal applications, including navigating social anxiety and building connections (73%; e.g., using mindfulness to reduce social apprehension), engaging in compassionate communication (67%; e.g., active listening and providing emotional support), and greater social awareness and attunement (53%; e.g., practicing empathy and perspective-taking). All adolescents described experiences in both domains.

Conclusions

This study offers insights into how adolescents integrate mindfulness into daily life after an immersive retreat and suggests such experiences foster transferable skills supporting developmental needs. Implications for contemplative science are discussed.

Preregistration

This study is not preregistered.