Flourishing: A Blueprint
By Michele Simpson and Jenna Bensko
In this way, mindfulness became more than an individual habit; it fostered a flourishing community of support and care.
Intentional Connections
The Flourishing Academic Network (FAN) is committed to supporting the well-being of college students. When students are supported through the transition from high school to college, they can flourish with greater ease. Yet, many incoming students describe feeling overwhelmed and struggling with the transition.
To support the transition to college as well as the overall well-being of undergraduate students, the faculty, staff and students at the Renée Crown Wellness Institute at CU Boulder developed a video series of student-led mindfulness practices, called “The Mindful College Student”. Eight students participated in facilitating and filming a practice of their choice. These offerings ranged from a brief standing in line practice to longer guided practices such as alternate nostril breathing.
Each student also shared a personal story about how introducing these practices into their lives helped them adjust to the demands of college life. The stories that students shared remind us that mindfulness isn’t just a skill; it also can be a source of belonging, resilience, and shared humanity.
What We Learned from Students
The students, many of whom are first-generation college students, spoke about how challenging the shift to college life can be, and how powerful practicing mindfulness has been in helping them navigate it.
Adelina described her first semester as “overwhelming, to say the least,” reflecting on the abrupt shift from “being at home and being 17 and just doing teenager things” to suddenly being expected to manage every aspect of adulthood on her own. For her, mindfulness created a grounding point, a way to pause and breathe when everything felt like too much.
Other students emphasized how practicing mindfulness opened the door to connection. Allison shared that she began sharing practices with friends “so that we can all have a little taste of what it’s like to be in connection with the world around us and not just our books or our other responsibilities.” In this way, mindfulness became more than an individual habit, it fostered a flourishing community of support and care.
For some, these practices had tangible positive impacts on stress. Tessa found that taking time “to just breathe and be in the present moment” helped her keep stress from spiraling. And as Trey summed it up simply, “We never want to put mental health on the back burner. If we’re going to take care of others, we have to take care of ourselves.”
Through students’ stories of learning these practices, a common theme emerged: practicing mindfulness offered focus, grounding, and connection. Such practices helped students manage stress and gave them tools to build community and cultivate resilience. These are resources they can continue to return to even after their formal university careers have concluded.
Reflections from Teaching Mindfulness at CU
Through her work as an Associate Teaching Professor, Research Associate, and Faculty Affiliate at the Crown Institute, Michele Simpson, J. D., has witnessed the powerful and enduring impact mindfulness can have on students, and those around them. Professor Simpson helped co-design an 8-week course known as Mindful Campus at CU Boulder.
She has heard on more than one occasion, students remind one another, “You know, you can’t pour from an empty cup.” This simple yet profound phrase captures the essence of her work: encouraging students to care for themselves so they can better engage with their peers, their studies, and their communities.
Professor Simpson was central to the success of the video project, inviting students from her Mindful Campus course to participate; she worked closely with them over multiple practice sessions to strengthen their confidence in leading a practice. Reflecting on the video series, Michele shared:
“I believe having an archive of student-led stories and practices will not only support mental and emotional well-being on our campus, but it has already changed the trajectory of the lives of the students who contributed. These practices remind us that we belong to each other.”
Practices and Resources to Share with Students
We invite you to explore and share the mindfulness practices from the “Mindful College Student” film series, including:
These resources may offer accessible entry points for students seeking tools for focus, grounding, and connection.
Belonging and Reflection
Professor Simpson’s words bear repeating: “We belong to each other.”
As faculty, staff, and mentors, we have a unique opportunity to lead by example. Even a small gesture, pausing for a short breathing exercise at the start of class, or sharing a mindfulness resource, can signal to students that their well-being matters.
When we take the time for ourselves and our students by creating space for reflection, we can create an environment where flourishing isn’t just an aspiration but a lived reality on our campuses.
An Invitation to Contribute and Connect
To continue growing this resource, we invite you to work with your students to create and share mindfulness practice videos. Our hope is to build a living archive on the FAN webpage—one that reflects the diverse voices, practices, and lived experiences of students across campuses. By adding to this collection, your students can both support their own flourishing and contribute to a broader community of care. If you have students that would like to share a practice on the FAN page, please contact flourishing@colorado.edu.
We are enthusiastic about building a flourishing community and connecting university students across campuses. Please stay tuned for an upcoming virtual student-led practice where students will have a chance to engage in practice and discussion across campuses.