Effect of Sookshma Meditation on Cognition and Mental Health Among Students: a Pilot Study

BACKGROUND: Meditation is increasingly recognised for its potential to enhance cognitive function and mental well‐being, particularly among students experiencing academic stress. Sookshma Meditation, a practice that integrates subtle physical movements with breath awareness, offers a unique approach to enhancing mental health and cognitive performance. OBJECTIVE: This pilot study aimed to evaluate the effects of Sookshma Meditation on cognitive functions and mental health among students. METHODS: A pilot randomized controlled trial was conducted with 42 students, aged 19‐25 years, and randomly assigned to a study group (n=20) and a control group (n=22). Both interventions lasted 30 minutes, five days a week for 4 weeks. The study group practised Sookshma Meditation, a structured technique incorporating subtle physical movements to release tension, breath awareness, heart‐centred self‐compassion affirmations, and silent chanting. The control group engaged in 10 minutes of slow mindful walking followed by 20 minutes of seated simple breath observation. Cognitive parameters were assessed pre‐ and post‐intervention using the Mini‐Mental State Examination (MMSE), Trail Making Tests A and B, and P300 event‐related potential latency and amplitude. RESULTS: The Sookshma Meditation group exhibited significant within‐group improvements, including reduced P300 rare stimuli (P= .032), increased P300 amplitude (P = .036), reduced Trail Making Test B scores (P < .001), and increased MMSE scores (P < .001). The control group showed significant within‐group improvement only in reduced Trail Making Test B completion time (P = .009), without significant changes in P300 parameters or MMSE scores. Comparison of change scores between groups revealed significantly higher improvements in the Sookshma Meditation group for Trail Making Test B (P < .001) and MMSE (P = .012). CONCLUSION: Sookshma Meditation is associated with positive effects on cognitive function in students, including improved attention, cognitive flexibility, and global cognition. These preliminary findings suggest its potential as a practical intervention for enhancing academic performance through better cognitive abilities. Further studies with larger sample sizes, multicentric designs, and longer follow‐up are warranted. KEYWORDS: Yoga, Meditation, Cognition, Mindfulness, Adult.