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Purpose: Report on the qualitative data from a mixed-methods study that investigated effects of a specific literature-based intervention, Shared Reading (SR), on undergraduate students, and how adding formal mindfulness practice affects shared reading experience. Method: Qualitative data from post-intervention interviews explored participants’ experiences: 1) with the shared reading process; 2) with mindfulness practice, when included; 3) impact on the participant’s thinking or emotions of a particular story or character; 4) the participants’ relational experience within the group. Analysis applied grounded theory to understand and organize findings. Results: Analysis indicated that SR can be effective in reducing stress, improving attention, and increasing quality of life, and SR plus formal mindfulness practice enhances effects. Qualitative data from this mixed-methods study also indicated that SR in either form can also enhance sense of achievement, self-worth, and social engagement. Conclusion: These qualitative findings build on previous positive quantitative findings on this undergraduate population, as well as the research on Shared Reading groups emanating from the United Kingdom. SR alone appears to improve the quality of mindfulness in undergraduate students, while the combination of SR and formal mindfulness practice appears to offer further impact. Additionally, it is suggested that SR may help reduce loneliness in new students seeking connection through group participation. Given current COVID-19 limitations, research on remote delivery of the intervention may be of value.