Background: the COVID-19 pandemic accentuated many of the challenges faced by the educational system in higher education, such as: the implementation of remote teaching, accessibility to educational resources, and the organization of strategies that involve health care and well-being. Concerning aspects of mental health, university education brings many challenges to students, managing psychological stress, increasing responsibilities, financial demands, and pressures linked to academic performance.

Methods: this research is a qualitative study with a thematic oral history method and data collected through individual interviews with a semi-structured script.

Results: from the reports of the students interviewed, it was possible to identify that the practice of mindfulness led to an improvement in the ability to stay focused on academic and daily tasks; there was also a greater willingness to deal with adverse emotional states, avoiding automatic reactions; and the possibility of cultivating openness and self-acceptance with internal experiences, favoring better emotional management.

Discussion: the COVID-19 pandemic brought significant changes in students' academic and daily life; approaches based on mindfulness constructs can help them with resources and strategies that improve the management of these impacts.