How to write critically

Example 1 · Question: Do mindfulness programmes reduce stress in university students?

PointMindfulness programmes appear to reduce self-reported stress in the short term, but the size of that benefit is probably smaller than is often claimed. EvidenceRandomised trials comparing eight-week courses with waiting-list groups report lower stress scores at the end of the course [Author, Year]. EvaluateHowever, a waiting-list group receives nothing, so participants knew whether they were being helped; expectancy and attention could explain part of the difference. Stress was also self-reported, which is open to social desirability bias, and few studies followed students beyond three months. ReflectThis suggests mindfulness may offer a genuine short-term benefit, but the current evidence cannot show that it outperforms other forms of support, or that the effect lasts.

Example 2 · Question: Does social media use harm adolescent wellbeing?

PointThe link between social media use and lower wellbeing in adolescents is real but weak, and does not by itself show that social media causes harm. EvidenceLarge survey studies find small negative correlations between hours of daily use and life satisfaction [Author, Year]. EvaluateThese studies are mostly cross-sectional, so the direction of the effect is unclear: unhappy teenagers may use social media more, rather than the reverse. ‘Screen time’ is also a crude measure that treats messaging friends the same as passive scrolling. ReflectTherefore, the evidence supports caution rather than alarm; more useful questions concern how and why young people use social media, not simply how much.

Introduction

IntroductionStress among university students is widely discussed, and mindfulness programmes are increasingly offered as a response. In this essay, ‘mindfulness programme’ refers to a structured course, usually lasting several weeks, that teaches attention to present-moment experience. This essay argues that mindfulness programmes can reduce stress in the short term, but that the evidence is weaker than often presented and does not yet justify offering them as a solution for all students. It first considers how effective the programmes are, then who benefits from them, and finally how well the evidence has been measured.

Body paragraph 1 · Issue: how effective are the programmes?

PointFirst, mindfulness courses are associated with lower stress immediately after they finish. EvidenceSeveral randomised trials report lower scores on stress questionnaires compared with waiting-list groups [Author, Year]. EvaluateRandomisation strengthens these findings, yet waiting-list controls cannot rule out expectancy effects. ReflectThe benefit is therefore plausible but may be inflated. PointSecond, when mindfulness is compared with active alternatives the difference shrinks. EvidenceTrials using relaxation or exercise as comparison conditions report smaller or non-significant differences [Author, Year]. EvaluateThese designs are fairer tests, although they tend to have smaller samples, which reduces precision. ReflectThis suggests that part of the effect may come from general features of taking part in any supportive group. PointThird, it is unclear whether any benefit lasts. EvidenceFew studies follow students for more than three months [Author, Year]. EvaluateWhere follow-up exists, drop-out is often high, and those who stay may be the students who benefited most. ReflectLong-term effectiveness is therefore unknown rather than disproven. Review sentenceOverall, the evidence supports a modest, short-term reduction in stress, but not a uniquely powerful or lasting one.

Body paragraph 2 · Issue: who benefits?

PointFirst, the students who join these studies may not represent students in general. EvidenceMost trials recruit volunteers who respond to adverts [Author, Year]. EvaluateVolunteers are likely to be more motivated and more open to the approach, which could exaggerate the effect. ReflectFindings may not transfer to students who would not choose to take part. PointSecond, engagement varies widely. EvidenceStudies report that many participants complete only part of the course or home practice [Author, Year]. EvaluateIf results are only reported for those who completed the course, the benefit will look larger than it really is for everyone offered it. ReflectUniversities offering the programme should expect smaller real-world effects. PointThird, some groups are under-represented. EvidenceSamples are often small and drawn from single institutions, with limited reporting of participants’ backgrounds [Author, Year]. EvaluateThis makes it difficult to know whether programmes work equally well for students from different cultures or with different needs. ReflectClaims about ‘students’ in general should be qualified. Review sentenceTaken together, the benefits may be concentrated among motivated volunteers, so the evidence does not yet show who mindfulness helps most, or least.

Conclusion

ConclusionReflecting on the points raised, mindfulness programmes appear to reduce student stress in the short term, but the benefit is smaller when compared with active alternatives, tends to come from motivated volunteers, and rests largely on self-reported measures with limited follow-up. The strongest evidence concerns immediate, modest effects; the weakest concerns long-term and population-wide benefit. In answer to the question, mindfulness programmes reduce stress to a limited extent: they are a reasonable option to offer alongside other support, but current evidence does not justify presenting them as a solution for all students. Larger trials with active comparison groups, longer follow-up and more diverse samples are needed.