Breathing Room in Mentorship: Adapting Mindfulness for Real-World Youth Programs

Moran, M. J., Thompson, T., Miller, R. L., et al. (2025). Mindfulness training within a mentoring program for adolescents facing adversity: A mixed methods investigation of adaptation, fidelity, and acceptability. Mindfulness, 16, 1974–1993. https://doi.org/10.1007/s12671-025-02610-y

Introduction

Adolescents exposed to poverty, trauma, or systemic inequities are at heightened risk for mental health challenges. Embedding mindfulness into mentoring programs may expand equitable access to preventive mental health supports while aligning with mentoring goals of self-regulation and resilience. Moran and colleagues (2025) conducted a a mixed-methods study examining how an evidence-based mindfulness-based intervention (MBI), “Learning to BREATHE” (L2B),  was adapted and delivered within Campus Connections, a university-based mentoring program for adolescents facing adversity.

Methods

Using the EPIS implementation framework, researchers adapted L2B through leadership focus groups, shortened sessions to nine 30-minute sessions, and integrated mentors into delivery. Participants included 44 adolescents, their caregivers, mentors, and program leadership. Data sources included observer-rated fidelity checklists, post-program surveys, and focus groups. Quantitative analyses assessed attendance and predictors of acceptability, while qualitative analyses explored feasibility and lived experience.

Results

Implementation fidelity was high overall, though variability emerged across facilitators and sessions. Adolescents rated the program as useful and enjoyable, with acceptability was above average. Strong mentor–mentee relationships significantly predicted higher acceptability. Qualitative findings highlighted positive outcomes such as heightened focus and emotional regulation alongside challenges such as reduced connection during online delivery and discomfort for youth with trauma histories or neurodivergence.

Discussion

Findings indicate mindfulness can be feasibly delivered within mentoring programs when thoughtfully adapted. However, tension emerged between maintaining program fidelity and honoring connection among mentors and mentees. Trauma-informed adaptations and greater flexibility were identified as essential for alignment and sustainability.

Implications for Mentoring Programs

To make build mindfulness skills beneficial within mentoring programs, building relational connections should still be prioritized. Mentors in sessions should aim to normalize discomfort and offer choice during meditative practices. Use brief, flexible, trauma-informed exercises, and debrief mindfulness experiences one-on-one with mentees.

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