Background: The fact that increased stress associated with university studies may negatively affect different aspects of students’ psychological, physical, and social well-being is prompting universities to implement various mental health supporting programs. Since face-to-face psychological interventions can be associated with many obstacles (e.g., limited accessibility, fear of stigma or self-disclosure, etc.), different alternatives to help students cope with difficult periods are constantly being sought. Thanks to major technological advances, this kind of support and information can now be provided via internet or smartphone applications. The effectiveness of eHealth programmes in reducing stress, anxiety, depression, and sleep problems has already been documented in both student and general populations. While most eHealth programs are based on cognitive-behavioral therapy (CBT), programs based on mindfulness (eMBP), whose mechanism of action is different from that of CBT, are also coming to the fore. Mindfulness works through increasing transdiagnostic characteristics like attention and emotion regulation, emotional and body awareness, change in self-perspective, self-compassion, and self-transcendence.

Objectives: Our primary objective was to design and implement the MUNI Healthy Minds (MHM) eMBP and test its efficacy in improving well-being as well as transdiagnostic and self-regulatory factors among university students. The secondary objective was to evaluate the effect of adherence on the effectiveness of the program.

Methods: The 8-week MHM eMBP was evaluated using a two-armed randomized controlled trial (intervention vs waitlist control group) among Masaryk University students. We examined its effect on mental well-being, physical well-being (physical health and sleep quality), and social well-being (quality of relationships) as well as several transdiagnostic and behavioral outcomes. Self-reported adherence to the program was evaluated as well. The outcome measures were completed three times: Before the start of the program, at the end of the program, and the end of the exam period.

Results: The results indicate a positive effect of the MHM eMBP on transdiagnostic variables (mindfulness, emotion regulation, and self-compassion) and several mental health predictors (e.g., decreased perceived stress). However, effects on behavioral or social outcomes were not observed. Consistent adherence to the program’s requirements appears to be an important factor affecting its efficacy.