Academic worry has been reported to be highly prevalent among adolescents, and it negatively affects their well-being. In comparison to urban adolescents, rural adolescents experience a lesser degree of academic anxiety. At the same time, very little attention is given to this problem of rural adolescents due to the lack of resources to provide such type of care. The poor resources-driven rural area requires a compact, more easily comprehensible and more inclusive intervention programme that can aid a group of students at a time and be more beneficial and effective. Therefore, in this study, mindfulness-based intervention (MBI) is used, which is indigenous, inclusive and compact, as an intervention to enable adolescents to deal with academic anxiety and improve their well-being. In this study, 47 rural school adolescents with academic anxiety underwent an 8-week MBI after the initial screening process and assessment with the Children and Adolescent Mindfulness Measure and Warwick–Edinburgh Mental Wellbeing Scale. Post and 2-month follow-up assessment after intervention showed a significant decline in academic anxiety and an increase in mindfulness and well-being.
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