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

This study examined the effectiveness of a mindfulness-based psychoeducational intervention in addressing social media burnout and enhancing subjective well-being among adolescents. A total of 138 high school students in Türkiye were screened, and 32 were randomly assigned to either an experimental group ( = 16) receiving a six-week intervention or a control group ( = 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. 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. 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.