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. 2025 Jun 23;12(7):826.
doi: 10.3390/children12070826.

Mindfulness-Based Intervention in Schools: Addressing Social Media Burnout and Enhancing Well-Being in Adolescents

Süleyman Ünlü  1 , Kıvanç Uzun  2 , Gökmen Arslan  3
Affiliations

Mindfulness-Based Intervention in Schools: Addressing Social Media Burnout and Enhancing Well-Being in Adolescents

Süleyman Ünlü et al. Children (Basel). .

Abstract

Background: This study examined the effectiveness of a mindfulness-based psychoeducational intervention in addressing social media burnout and enhancing subjective well-being among adolescents. Methods: A total of 138 high school students in Türkiye were screened, and 32 were randomly assigned to either an experimental group (n = 16) receiving a six-week intervention or a control group (n = 16) receiving no treatment. The intervention included weekly sessions focused on present-moment awareness, digital detox strategies, emotional regulation, and self-compassion. Data were collected using self-report scales measuring social media burnout and subjective well-being, and were analyzed using non-parametric statistical tests, including the Mann-Whitney U test and the Wilcoxon Signed-Rank test. Results: The results demonstrated significant improvements in the experimental group, including reduced burnout and enhanced well-being, with the effects sustained at a 30-day follow-up. Conclusions: These findings suggest that school-based mindfulness programs can serve as effective and scalable tools to foster psychological resilience and digital well-being in adolescents.

Keywords: adolescents; mindfulness-based intervention; social media burnout; subjective well-being.

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Conflict of interest statement

The authors declare no conflicts of interest.

Figures

Figure 1
Figure 1
A flowchart of the process.
Figure 2
Figure 2
Score changes in groups according to intervention process.
See this image and copyright information in PMC

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