Thursday, October 09, 2025

 

Short inspirational videos as effective as meditation at reducing stress



Brief exposure to inspiring media sparks hope, reduces stress, study says



American Psychological Association




Watching short inspirational videos may be just as effective at reducing stress as meditation, according to research published by the American Psychological Association.

Stress has arguably reached epidemic levels in the U.S. According to the APA’s Stress in America survey, Americans say they’re feeling more anxious than in previous years, with a majority of people 18-44 saying they feel moderate to extreme stress daily.  

“Though there are many effective ways to deal with stress, people often feel too busy or overwhelmed to enact these strategies,” said lead author Robin Nabi, PhD, of the University of California Santa Barbara. “What we found is that even a few minutes of watching content that makes people feel hopeful can put a dent in that stress. It’s a short, simple and even enjoyable break—and it can make a meaningful difference in helping people feel more optimistic and able to handle what’s in front of them.” 

The research was published in the journal Psychology of Popular Media.

While health experts often recommend activities like meditation, exercise, deep breathing, participating in hobbies or spending time with other people to manage stress, Nabi points out that media is rarely discussed as a tool for dealing with stress. 

“So many of us are told that when we’re stressed, we should avoid media. And, in fact, we as a society tend to look at media use through a very negative lens. But media use is one of the most common ways that people try to cope with stress, and it has the capacity to provide benefits, particularly when it comes to relaxation,” she said. 

To better understand the potential of short, online videos to reduce stress, Nabi and her colleagues conducted a four-week experiment with more than 1,000 U.S. adults. The online experiment took place between Thanksgiving and Christmas, when Americans are likely to feel stressed and could benefit from stress reduction interventions. 

Participants first completed a questionnaire to assess their initial stress levels. The next week, participants were randomly assigned to one of five groups. Each day for the next five days, some participants received an email instructing them to view an inspirational video. Others were asked to watch a comedy segment. Another group was instructed to follow a guided meditation, and a fourth group was instructed to scroll through their phone. Each of these activities lasted about 5 minutes per day. As a control, an additional group of participants were given no media use instructions at all.

After each media experience (or lack thereof), participants answered questions about how they were feeling emotionally in the moment. The researchers then followed up with participants the next week and again the week after that to see how their emotions in response to their media experiences influenced their stress levels.

Results showed that the people who either watched the inspirational videos or followed the guided meditations reported feeling significantly more hopeful during the intervention week compared with the control group, and that hope predicted lower stress levels not only a few days later but also up to 10 days after the intervention had ended. While comedic videos made people laugh and people were entertained by their phones, those feelings did not have any impact on people’s later stress.

The key to stress reduction was feeling hope, according to Nabi. "Hope isn’t just uplifting in the moment. It can also motivate people to deal with the challenges in their lives,” she said. "When people see others overcoming adversity, as they did in our inspiring videos, it can spark the belief that they, too, can persevere, survive and thrive. That sense of possibility helps counteract stress and can have enduring benefits beyond the simple moment of viewing."

The study’s findings suggest that strategically curated media, especially content that evokes hope, could be a practical, accessible tool for supporting stress relief, particularly during high-stress periods like the holiday season. It could be especially helpful for people who have difficulty meditating or engaging in other stress management approaches.

“If we actively choose to incorporate a little more inspiring content in our lives – to feel a little more hope – it can possibly help us reduce stress,” said Nabi. “This is not to say that this sort of media consumption should replace meditation or other well-supported strategies to deal with stress. But rather, this is one more tool we can add to our toolbox to handle the stress that so many of us feel.”

This research adds to a growing body of evidence supporting the “media prescription” approach, Nabi said, where short doses of emotionally uplifting media are used to promote mental well-being.

Article: “Media versus meditation: A comparison of the stress-relieving benefits of multiple media experiences,” by Robin Nabi, PhD, Minghui Wang, MA, Blake Ekeler, BA, University of California Santa Barbara; Nathan Walter, PhD, Northwestern University; and Jessica Gall Myrick, PhD, Good Pug Media.  Psychology of Popular Media, published online Oct. 9, 2025.

Contact: Robin Nabi, PhD, can be reached via email at nabi@ucsb.edu.

The American Psychological Association, in Washington, D.C., is the largest scientific and professional organization representing psychology in the United States. APA’s membership includes  173,000 researchers, educators, clinicians, consultants and students. Through its divisions in 54 subfields of psychology and affiliations with 60 state, territorial and Canadian provincial associations, APA works to advance the creation, communication and application of psychological knowledge to benefit society and improve lives.

 

Social and emotional learning programs linked to academic gains




American Educational Research Association




Washington, October 9, 2025—A new large-scale analysis of existing research finds that school-provided social and emotional learning (SEL) programs improve students’ academic achievement in addition to their social and emotional development. The study appears today in Review of Educational Research, a journal of the American Educational Research Association.

The study was authored by Cheyeon Ha of the University of Southern California, and Michael F. McCarthy, Michael J. Strambler, and Christina Cipriano of the Education Collaboratory at Yale.

In a systematic analysis of 40 studies involving more than 33,700 students in grades 1 through 12, researchers led by Cipriano concluded that students who participated in universal SEL programs performed better on academic outcomes—including grades and standardized tests—than students who did not. Universal programs are those that are provided to all students in a school. The examined studies were conducted across 12 countries between 2008 and 2020. 

“Contrary to the perception that SEL is only about fostering students’ social and emotional growth, our findings show these programs also make a measurable difference in academic achievement,” said lead author Cheyeon Ha. Now an assistant research professor at the University of Southern California, Ha completed this research during her postdoctoral training at Yale. “We now have rigorous scientific evidence that SEL improves both student well-being and academic achievement.”

Across the studies analyzed, students in universal SEL programs demonstrated significantly higher academic achievement compared to non-participants. The strongest evidence was found at the elementary level. Fewer studies examined the middle and high school levels, where the results were less conclusive, pointing to a need for additional research.

The authors also found that program duration matters. Programs lasting more than one semester—typically defined as four months—were consistently linked with measurable academic gains, while shorter programs showed limited effects on achievement.

Gains were reported in both literacy and math, the two subjects most frequently measured in existing research.

“Our analysis underscores the importance of explicit SEL instruction in schools,” said Cipriano, associate professor at the Yale School of Medicine and director of the Education Collaboratory at Yale. “These programs should not be viewed as add-ons, but as essential components of all students’ school experiences. SEL stands to advance their academic and social and emotional success in school and life.”

Implications for Policy and Practice

For students, the findings show that SEL participation can support both academic success and well-being. For policymakers, the results provide evidence that sustained, universal SEL programs are a sound investment in education systems worldwide. For school leaders, the research highlights the value of embedding SEL into core instruction across grade levels.

The authors note that universal SEL contributes to educational equity by making programs accessible to all students. “SEL is integral to students’ overall development and should be part of every student’s school experience,” Ha and Cipriano said.

The article, “Disentangling the Effects of Social and Emotional Learning Programs on Student Academic Achievement Across Grades 1-12: A Systematic Review and Meta-analysis,” appears online in Review of Educational Research. The research was conducted with support from the Oak Foundation.

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About AERA
The American Educational Research Association (AERA) is the largest national interdisciplinary research association devoted to the scientific study of education and learning. Founded in 1916, AERA advances knowledge about education, encourages scholarly inquiry related to education, and promotes the use of research to improve education and serve the public good. Find AERA on BlueskyLinkedIn,  FacebookInstagram,  X, and Threads.

 

Battling truth decay: communicating nuance in a world hooked on fast factoids



Best-selling author A.J. Jacobs will present on building public trust in science




CUNY Graduate School of Public Health and Health Policy

Event flier 

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Credit: CUNY SPH

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Credit: CUNY SPH




New York, NY | October 9, 2025: On Wednesday, October 22, the CUNY Graduate School of Public Health and Health Policy (CUNY SPH) and the CUNY Institute for Implementation Science in Population Health (CUNY ISPH) will host acclaimed author and journalist A.J. Jacobs for a special event, Battling Truth Decay: Communicating Nuance in a World Hooked on Fast Factoids.

Jacobs, a four-time New York Times bestselling author known for weaving humor, science, memoir and self-help, will share his insights on building public trust in science and fostering excitement around research and evidence-based practice. The program will take place on the CUNY SPH campus at 55 West 125th Street, in the 7th floor auditorium.

Jacobs has written for The New York Times, New York magazine, and Entertainment Weekly and is editor-at-large at Esquire magazine. His media appearances include The Today Show, Oprah, The Colbert Report, Good Morning America, and several TED Talks.

“Science communication is as challenging as ever today — requiring us to overcome not only presumptive boredom but also doubt about the integrity and competence of our research institutions,” says Nash Rochman, assistant professor at CUNY SPH and investigator at CUNY ISPH. “A.J.’s work is both timely and timeless, providing deep historical context for current events in an approachable, unpretentious format. I’m looking forward to an interactive discussion with plenty of audience participation.”

The event is part of CUNY SPH’s regular speaker series and is co-hosted for this one-time special event with CUNY ISPH. Admission is free, but registration is required.

Event Details

  • What: Battling Truth Decay with A.J. Jacobs
  • When: Wednesday, Oct. 22 at 5:00pm
  • Where: CUNY SPH 55 West 125th Street, Room 708, New York, NY 10027.
  • Cost: Free; registration required
  • Register: https://cunysph.me/Jacobs

Media contact:

Ariana Costakes

Communications Editorial Manager

ariana.costakes@sph.cuny.edu

About CUNY SPH

The CUNY Graduate School of Public Health and Health Policy (CUNY SPH) is committed to promoting and sustaining healthier populations in New York City and around the world through excellence in education, research, and service in public health and by advocating for sound policy and practice to advance social justice and improve health outcomes for all.

About CUNY ISPH

The CUNY Institute for Implementation Science in Population Health (CUNY ISPH), which was founded on the notion that substantial improvements in population health can be efficiently achieved through better implementation of existing strategies, policies, and interventions across multiple sectors. With that in mind, we study how to translate and scale up evidence-based interventions and policies within clinical and community settings in order to improve population health and reduce health disparities.

 

High schoolers face growing risk of firearm-related violence, WSU-led study shows



Washington State University



PULLMAN, Wash. — Firearm-related deaths are rising dramatically among high school youth, according to a new study led by Washington State University researchers.  

Using federal data spanning 2001 to 2022, the researchers uncovered trends in firearm deaths for 11- to 18-year-olds in rural and urban settings. They discovered that since 2017, firearms have surpassed motor vehicle collisions as the leading cause of mortality for that age group, spiking from 1,945 deaths in 2001 to 3,224 deaths in 2022. The paper, published in the journal Injury Epidemiology, helps fill a key knowledge gap in the previous research, which often compounded firearm death trends for youth of all ages.

“While that data was interesting and informative, high schoolers are very different from toddlers,” said Elizabeth Weybright, associate professor and adolescent Extension specialist in WSU’s Department of Human Development and the paper’s corresponding author. “When data for children and adolescents is combined, we’re missing key information that can help us prevent firearm injury and death. It seems practical to focus on middle school and high school adolescents and where they live.”

The researchers found that high schoolers (ages 14 to 18) are at an exceptionally elevated risk for firearm injury and firearm-related deaths compared to youth in other age groups, regardless of geographical setting. The data showed that firearms are the leading cause of death for urban high schoolers, surpassing motor vehicle collisions earlier than previously reported. Though motor vehicle collisions are still the leading cause of death for rural high schoolers, they are decreasing, while firearm deaths are becoming more common.

Firearm deaths due to homicide have increased by more than 362% among rural high schoolers since 2001, though suicide is still the No. 1 cause of firearm death for both high schoolers and middle schoolers in rural locations. Meanwhile, homicides are the leading cause of firearm deaths for urban high schoolers, surging more than 127% from a 2013 low.

“Across rural and urban settings, we’re seeing quite an increase in firearm-related homicides for high schoolers,” Weybright said. “These findings contribute significantly to our knowledge of what’s actually happening.”

The study suggests that adapting firearm safety guidance to developmental stage could be crucial to saving lives.

“Often, the support and guidance we give parents about safe firearm storage isn’t tailored by youth developmental stage,” Weybright said. “As a child starts to age and have more autonomy, that could be a time to revisit firearm safety practices and provide different types of messaging.”

She envisions a revised, more comprehensive approach when it comes to rural communities, which have seen a significant uptick in firearm-related homicides among youth.

“We talk a lot about youth suicide risk in rural areas and less about the risk for homicide,” Weybright said. “This study highlights that we need interventions for both.”

Other authors on the study include WSU Research Associate Heather Terral, Kelsey Conrick and Ali Rowhani-Rahbar of the University of Washington, and Patrick Carter of the University of Michigan.

Weybright hopes additional grant funding will help the researchers continue their work to determine the most feasible types of messaging for youth and families in rural and urban settings.

“The more we can use research to inform effective interventions, the more we are moving in the right direction,” Weybright said. “What’s key is approaching this from a place of respect. I’m not here to change what’s important to someone. My biggest motivation is to understand context and keep people safe.”