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Building Resiliency Networks: Mindfulness Communities on Campus

This poster explores peer and faculty-led mindfulness communities that create sustainable resiliency networks, building coping skills and social connection while empowering participants as wellness leaders.

Presented by:

Lesley Regalado, University of Texas at Arlington

Thomas McCaleb, University of North Texas

Hear it from the author:

Building Resiliency Networks: Mindfulness Communities on CampusLesley Regalado, University of Texas at Arlington
00:00 / 01:04
Transcript:

Key Words:

Community-Based Mindfulness, Resiliency Networks, Peer Wellness Leadership

Abstract:

This poster presentation examines community-based mindfulness initiatives that build sustainable resiliency networks on college campuses. Traditional mindfulness interventions often lack scalability and long-term sustainability. This session showcases peer-led and faculty/staff-led mindfulness communities that address these limitations by creating accessible, ongoing support structures. Participants engage in collective contemplative practices that simultaneously develop individual coping skills and foster meaningful social connections. The poster presents implementation frameworks, facilitator training models, and outcome data demonstrating impacts on student stress reduction, sense of belonging, and wellness leadership development. Attendees will learn practical strategies for establishing mindfulness communities adapted to their institutional contexts, creating empowered student and faculty facilitators who sustain campus-wide resiliency networks.

Outcomes:

1. Describe the key components of effective peer-led and faculty-led mindfulness communities, including training models, facilitation strategies, and sustainability practices that build campus resiliency networks.
2. Identify at least two evidence-based outcomes of mindfulness community interventions on student resiliency, social connection, and wellness leadership development at their institutions.
3. Design an implementation plan for establishing or enhancing mindfulness communities on their own campuses, adapting the model to their institutional context and available resources.

References:

Priestley, M., Broglia, E., Hughes, G., & Spanner, L. (2022). Student perspectives on improving mental health support services at university. Counselling and Psychotherapy Research, 22(1), n/a.


Sasso, P. A., Price-Williams, S., & McCarthy, B. (2022). In my feelings: Division I student-athlete seeking mental health support. The College Student Affairs Journal, 40(1), 49-62.


Sharma, A., Lin, I. W., Miner, A. S., Atkins, D. C., & Althoff, T. (2023). Human–AI collaboration enables more empathic conversations in text-based peer-to-peer mental health support. Nature Machine Intelligence, 5(1), 46-57.


Wang, H., Wang, M., Wang, X., Feng, T., Liu, X., & Xiao, W. (2025). Complex associations between anxiety, depression, and resilience in a college student sample: A network analysis. Frontiers in Psychiatry, 16, 1502252.

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