Gender, mindfulness practices, and academic performance among high school students in Wakiso, Uganda

Abstract

This study explores the interplay between gender, mindfulness practices, and academic performance among high school students. As educational environments grow increasingly complex and demanding, mindfulness has emerged as a promising intervention to enhance students’ cognitive, emotional, and academic outcomes. Drawing on recent literature, this research investigates whether engagement in mindfulness practices correlates with improved academic performance and examines potential gender differences in both mindfulness engagement and its academic benefits. The study utilizes a mixed-methods approach, combining quantitative surveys measuring mindfulness levels and academic achievement with qualitative interviews to capture students’ experiences. Preliminary findings suggest that mindfulness practices are positively associated with academic performance, with female students reporting higher engagement and greater perceived benefits compared to their male peers. These results highlight the importance of considering gender when implementing mindfulness-based interventions in schools. The study contributes to a deeper understanding of how mindfulness can be tailored to support diverse student populations and foster academic success.