The purpose of this dissertation was to investigate the effectiveness and acceptability of mind-body physical activity (MBPA) interventions implemented within educational settings. Specifically, Study 1 was a systematic review with meta-analysis that examined the effectiveness of MBPA on stress-related physiological health markers in primary, secondary, and higher education students. There were statistically significant and large pooled effects for lowering heart rate (Hedges' g = -1.71, 95% Confidence Interval (CI): -2.43, -0.98), cortisol (Hedges' g = -1.32, 95% CI: -2.50, -0.16), and systolic and diastolic blood pressure (Hedges' g = -1.04, 95% CI: -1.53, -0.58). These effects tended to be greater in older students compared to younger students. Study 2 was a 10-minute stress alleviating MBPA pilot intervention that was delivered in four modules across 8 weeks in a sample of college students (N = 21). Study 2's outcome variables consisted of well-being, stress, interoceptive sensibility, and objectively measured physical activity. Results revealed that participants' time spent in objectively measured light and moderate-to-vigorous physical activity was significantly higher during and at the end of the intervention than at baseline [F (2, 36) = 11.9, P = 0.003, partial eta-squared = 0.39]. It was found that participants' subjective well-being, perceived stress, and interoceptive sensibility did not change significantly; however, the results indicated positive trends. Study 3 was a qualitative inquiry that aimed to provide a more comprehensive understanding of the effectiveness of the MBPA intervention and to explore the experiences of a purposeful sample of 21 college students. An inductive qualitative process explored the data that emerged from the photovoice and journals. Six overarching themes emerged: (1) holistic individual well-being; (2) physical activity as a matter of necessity; (3) mind-body physical activity intervention impacts; (4) broadening strategies for adapting & reacting; (5) systemic effect of stress management changes; and (6) perceiving causes of stress. Findings from these three studies contribute to our understanding of the distinctive factors of COVID-19 among college students. Results can be used to implement larger scaled MBPA interventions within higher education settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]