Published Online:March 2026
Product Name:The IUP Journal of Soft Skills
Product Type:Article
Product Code:IJSS010326
DOI:10.71329/IUPJSS/2026.20.1.5-24
Author Name:Anurekha K Tharumiya and Manikandan M K Manicka
Availability:YES
Subject/Domain:Management
Download Format:PDF
Pages:5-24
Students in the post-Covid-19 period are facing serious challenges such as reduced academic skills, attention, and concentration due to overexposure to the Internet and electronic gadgets. Teachers spend their valuable time dealing with these issues. For successful teaching-learning outcomes in the classrooms, reversing these issues is of primary importance. The paper discusses the role of mindfulness-based interventions in promoting wellbeing in the classroom. It explores the notion of wellbeing and its influence on mindfulness among students. The overall findings in the literature support the inclusion of mindfulness practices in schools to enhance students’ emotional regulation, attention, and general wellbeing. A mindful classroom culture can help students effectively manage negative emotions, improve classroom management, and foster a positive and respectful learning environment.
The Covid-19 pandemic has caused more than 16 million children to be out of school in around 161 countries, which is about 80% of enrolled students worldwide. Students go to school not only to learn and master skills but also to develop socially through collaboration and interactions with their peer group members. Above all, children learn to be good citizens and develop various social skills by going to school. That is why, for children, it is important to be connected with school by all means. However, recent statistical reports state that the dropout rates are very high in many countries.