Mindful Well-Being and Learning

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Abstract
Stress and anxiety can interfere with learning, and for many people, studying chemistry is perceived as a stressful endeavor. The COVID-19 pandemic has provided an additional source of stress and anxiety for students and has brought focus to the importance of well-being in the learning process. An improved understanding of the relationship between well-being and learning coupled with experience with ways to mitigate stress and anxiety such as mindfulness practice can benefit both instructors and students navigating stressful times. This commentary provides a brief overview of the neuroscience of learning in relation to well-being and describes the use of mindfulness in the remote classroom during the COVID-19 pandemic. Guidance on gaining experience with mindfulness is also provided.

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