GUEST POST: Mindfulness Interventions for ADHD
Christina Xu is a graduate student in the Human Development Counseling program at Vanderbilt University, where she is pursuing her passion for supporting students’ emotional well-being and personal growth. She also serves as a graduate assistant in the Leadership and Learning in Organizations Ed.D. within Peabody College. As a school counselor intern, she works closely with elementary students and is particularly interested in early adolescent emotional development, conflict resolution, behavioral issues, and mindfulness interventions. She is dedicated to helping students build the skills to manage their emotions and relationships effectively.
Beyond her work in counseling, Christina has a strong research background. She has served as a research assistant, where she explored biased numeracy cognition, the early development of numeracy concepts in elementary students, and Indian history. Christina’s commitment to students’ early development extends beyond the classroom. She is passionate about creating supportive, interactive learning environments. Christina is an international student who enjoys exploring new perspectives, continuously improving her counseling skills, and positively impacting students’ lives. In her free time, she enjoys creative arts, spending time with animals, and spending time in nature.
Mindfulness-Based Intervention in School for Students with ADHD
Attention-deficit/hyperactivity disorder (ADHD) is a chronic neurodevelopmental disorder that can severely disrupt students’ ability to maintain attention, regulate emotions, and inhibit impulses at school (1). Students with ADHD tend to have lower academic achievement, increased disruptive behaviors, and problems with peer relationships, which put them at increased risk for school disengagement and dropout (1).
Conventional medical approaches, including medication and behavioral therapy, have limitations. Psychotropic medication can relieve symptoms but helps only moderately with academic performance, and persisting side effects may occur (1). On the other hand, while behavioral and cognitive-behavioral therapies are effective with behavioral improvements, their effectiveness is often limited in the long run (2).
On the contrary, school-based mindfulness interventions (MBIs) are structured, accessible, and non-pharmacological alternatives that have been found to assist students with ADHD in enhancing attention, executive function, emotional regulation, and self-control (3). These findings suggest that MBIs hold significant promise to support students with ADHD in school settings.
Classic Protocol of Mindfulness-based Stress Reduction Program
Pioneered by Jon Kabat-Zinn (4), the Mindfulness-Based Stress Reduction (MBSR) model formed the basis for many early school-based mindfulness interventions. Originally intended to be a structured, eight-week intervention in formal clinical settings, MBSR has been modified for use in many populations, including children and adolescents in school settings (4). Most school-based mindfulness programs (inspired by this protocol) are adaptations to better respond to developmental context and classroom conditions (3). Typically, school-based mindfulness programs include two primary components: structured in-school sessions and self-motivated practices at home. The program usually lasts six to eight weeks with weekly sessions of 45–60 minutes (5)
Image by kalyanayahaluwo on Pixabay
Adhering to a standardized format allows for predictability in each session and establishes structure for students with ADHD, who thrive on structure. Therefore, all sessions in a MBSR program adhere to the same schedule. The first 10 to 15 minutes are about psychoeducation, during which the instructor introduces mindfulness to students, how it helps with mental health, and how it can help with attention and stress. This is followed by 20 to 25 minutes of guided mindfulness practice, which engages students in specific exercises, including focused breathing, body scanning, or movement-based mindfulness techniques. Sessions end with guided group reflection time for students to share experiences, discuss challenges, and contemplate how mindfulness practices may be integrated into their academic or everyday life. In addition, out of sessions, students are assigned to practice mindfulness independently for a prescribed amount of time and frequency each week to reinforce their learning.
While school-based mindfulness programs typically follow this basic structure, the design also permits strategic adaptations based on the needs of participants and the resources available. This program can be guided by either teachers or experienced mindfulness leaders, which is suggested to produce greater long-term impacts than self-directed programs (3,4). Moreover, mindfulness interventions can take place in general education classrooms and specialized settings such as after-school programs or small-group sessions designed for students needing additional support. They may draw on a range of mindfulness practices, from foundational techniques like body scanning, breath awareness, and emotional regulation strategies to more structured approaches, such as Samatha Meditation, which will be discussed in upcoming sections.
It is important to provide students with ADHD a clear format and a stable schedule. In addition, shorter sessions for younger children, using interactive and age-appropriate elements like storytelling, and gradually increasing the intensity of mindfulness practice are all practices that could make the intervention more feasible, effective, and acceptable in school settings. This flexibility allows school counselors appropriate tools to make sustainable improvements in social and self-regulation skills for students with ADHD in the long term.
Two Specific Mindfulness Programs for ADHD
Yoga Therapy. Yoga therapy is a mind-body practice that combines physical postures (asanas), breathing techniques (pranayama), and meditation to increase self-regulation, attention, and emotional resilience. Because studies have found that yoga diminishes hyperactivity and enhances executive functioning and improves cognitive control, it could benefit students with ADHD (6). Common school-based yoga interventions include lengthier sessions aimed at breathing exercises to improve attention during classes, general guided movement, related practices to uplift alertness or energy levels, and mindfulness techniques to deal with stressful conditions. According to research, breathing exercises (pranayama) of the yogic variety are potent for calming and focusing ADHD students (6).
A specific kind of yoga, Sahaja Yoga, has been investigated as a family-based mindfulness intervention for ADHD. Sahaja Yoga meditation differs from traditional yoga practices in that it stresses spontaneous meditation that allows people to reach deep mental stillness and inner awareness. Another study in which Sahaja Yoga was used as a six-week intervention specifically for children and parents concluded that while the intervention adopted reduced ADHD symptoms and improved attentiveness, it also significantly strengthened parent-child relationships and lowered the level of conflict (7). Children reported sleeping better, being less anxious, and focusing better during classes. At the same time, parents noticed less disruptive behavior at home, indicating that Sahaja Yoga may become particularly effective when applied as a family-school collaboration intervention.
Samatha Meditation. Samatha meditation teaches people to build mental clarity and concentration-based mindfulness by focusing on their breath. Unlike other mindfulness methods that emphasize open awareness, Samatha meditation builds a single-pointed focus, an essential intervention for students with ADHD who have difficulties with distractibility and impulse control. Research demonstrates that practicing this technique of Samatha meditation can increase their academic engagement and math performance by enhancing self-regulation of attention, minimizing mind-wandering, and greater work persistence in children with ADHD (8).
In a formal Samatha meditation session, students are usually first introduced to psychoeducation on mindfulness and its benefits. Then, they are guided through breath-awareness exercises in which they are instructed to watch their breath without controlling it. Sessions end with group reflections so students can think about how they might use mindfulness strategies in schoolwork. Studies show that measurable improvements in self-regulation and cognitive control occur even with very short daily sessions of Samatha (5–10 minutes) meditation practice (8). Furthermore, as this practice is low intensity, requires minimal training, and can be implemented by school counselors with negligible resources, it is an inexpensive and easily accessible intervention for small group settings.
Both yoga therapy and Samantha meditation are concise and adaptable interventions that can easily fit into small group counseling sessions, helpful in providing physical and emotional engagement and reducing excitement and stress. Samatha meditation offers strategies to manage hyperactivity and improve attention in a targeted way. Incorporating these practices into the school system, counselors can offer students with ADHD actionable, evidence-based techniques that promote self-regulation, academic success, and emotional health.
Implementation Tips
Designing a mindfulness-based intervention (MBI) for students with ADHD has certain considerations that can improve its efficacy, engagement, and sustainability in school settings.
Frequency and Session Duration. Long-term benefits can only be achieved through consistent and frequent practice of the activities. Evidence indicates that increased frequency of sessions improves effectiveness (2). However, session length needed to be adjusted based on the ADHD subtype to sustain engagement. Studies show that students with inattentive ADHD can sustain meditation for 18 minutes, while those with hyperactive-impulsive and combined types sustain 9 and 4 minutes, respectively (8). Short, structured sessions can help avoid disengagement.
Engaging and Adaptive Instruction. Mindfulness activities must be interactive and visually appealing to keep attention and imagination alive. A “mountain expedition” or “circus adventure’’ storytelling can keep students engaged using themed activities and props (9). Moreover, if incorporating physical postures (e.g., yoga), embedding the movements in a story is easier for students to remember and follow through (6).
Image by tarasyasinksi on Pixabay
Parent Involvement. ADHD is highly heritable, and parents of children with ADHD often also experience symptoms, higher levels of parenting stress, and challenges in parent-child interactions (2). Incorporating parallel parent mindfulness training can help improve family relationships, enhance consistency with mindfulness practice, and reduce stress for students and caregivers.
With appropriate modifications to address circumstances and student needs, mindfulness practices can provide a sustainable and impactful mindfulness program for students with ADHD.
References
1. DuPaul, G. J., Eckert, T. L., & Vilardo, B. (2012). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis 1996-2010. School Psychology Review, 41(4), 387–412.
2. van der Oord, S., Bögels, S. M., & Peijnenburg, D. (2012). The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents. Journal of Child and Family Studies, 21(1), 139–147. https://doi.org/10.1007/s10826-011-9457-0
3. Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., MacKenzie, E., Atkinson-Diaz, Z., Doppelt, N., Tai, H., Mandell, D. S., & Nuske, H. J. (2022). Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design. Mindfulness, 13(7), 1591–1613. https://doi.org/10.1007/s12671-022-01885-9
4. Kabat-Zinn, J. (2003). Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016
5. Crescentini, C., Capurso, V., Furlan, S., & Fabbro, F. (2016). Mindfulness-Oriented Meditation for Primary School Children: Effects on Attention and Psychological Well-Being. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00805
6. Gunaseelan, L., Vanama, M. S., Abdi, F., Qureshi, A., Siddiqua, A., & Hamid, M. A. (2021). Yoga for the Management of Attention-Deficit/Hyperactivity Disorder. Cureus. https://doi.org/10.7759/cureus.20466
7. Harrison, L. J., Manocha, R., & Rubia, K. (2004). Sahaja Yoga Meditation as a Family Treatment Programme for Children with Attention Deficit-Hyperactivity Disorder. Clinical Child Psychology and Psychiatry, 9(4), 479–497. https://doi.org/10.1177/1359104504046155
8. Singh, N. N., Lancioni, G. E., Nabors, L., Myers, R. E., Felver, J. C., & Manikam, R. (2018). Samatha Meditation Training for Students with Attention Deficit/Hyperactivity Disorder: Effects on Active Academic Engagement and Math Performance. Mindfulness, 9(6), 1867–1876. https://doi.org/10.1007/s12671-018-1014-0
9. van de Weijer-Bergsma, E., Formsma, A. R., De Bruin, E. I., & Bögels, S. M. (2012). The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD. Journal of Child and Family Studies, 21(5), 775–787. https://doi.org/10.1007/s10826-011-9531-7
Interested in submitting a guest blog post? Click here!
