Mindfulness is increasingly recognized for aiding children and adolescents with ADHD, anxiety, autism, depression, and stress. A 2022 meta-study by Lee et al. encompassing 21 studies, revealed that mindfulness-based interventions can significantly lessen ADHD symptoms in children (1).
And another 2021 meta-study by Vekety et al. concluded on a similar note that, “Mindfulness-based interventions, which are relatively easily applied in educational practice, have the potential to decrease inattentive and hyperactive–impulsive behavior and might contribute to children’s overall better functioning at school.” (2)
These findings highlight mindfulness as a valuable support tool for children with ADHD.
But, why does it work?
The Essence of Mindfulness and ADHD
Children diagnosed with ADHD face challenges in sustaining attention, retaining goals, and controlling impulsive behaviors.
Mindfulness practice fundamentally revolves around two key aspects. First, it involves cultivating awareness of our thoughts, emotions, and sensory experiences. Second, it focuses on enhancing our ability to regulate our reactions to these experiences.
And effectively, mindfulness practice develops focus, as it centers on the practice of directing and maintaining our attention.
In other studies among school-aged children, mindfulness has demonstrated effectiveness to promote executive function skills (3). Specifically, the executive function skills of self-regulation (4) attention (5), and social skills (6) have been linked to mindfulness.
Executive function and self-regulation skills provide critical supports for learning and development, and while children are not born with these abilities, they are born with the potential to develop them (7).
At its core mindfulness is about focusing on the present moment, without judgment or immediate reaction. This practice of attentive and emotion-regulated presence aligns well with the regulatory abilities that are often impaired in children diagnosed with ADHD. By adopting mindfulness, children with ADHD can develop stronger skills in maintaining focus and regulating their responses.
With gratitude,
Chris Bergstrom
Founder of Blissful Kids
PS
Discover empowering strategies in our latest blog post, ‘Supporting Children with ADHD Through Mindfulness and Play.‘ This insightful guide offers a blend of playful techniques and mindfulness practices, tailored to help children with ADHD navigate their unique challenges. From understanding brain functions with the Brain Team to practical activities that promote focus and calm, this post is an essential read for anyone looking to support the growth and well-being of children with ADHD. Dive into the full post for valuable tips and creative ideas
Chris Bergstrom is a bestselling mindfulness author, a leader in the field of mindfulness, and the founder of BlissfulKids.com, a community of parents, educators, and therapists dedicated to children’s mindfulness and psychology, with over 15 years of experience facilitating meditation and psychological interventions to people of all ages.
Chris is a certified mindfulness facilitator, trained to teach mindfulness to students in K-12, and has received psychology and mindfulness training from UPenn, UCLA, UNC, Mindful Schools, and Mindfulness Without Borders.
Sources:
(1) Lee, Y.-C., Chen, C.-R., & Lin, K.-C. (2022). Effects of mindfulness-based interventions in children and adolescents with ADHD: A systematic review and meta-analysis of randomized controlled trials. International Journal of Environmental Research and Public Health, 19(22), 15198. [Link]
(2) Vekety, B., Logemann, H. N. A., & Takacs, Z. K. (2021). The effect of mindfulness-based interventions on inattentive and hyperactive–impulsive behavior in childhood: A meta-analysis. International Journal of Behavioral Development, 45(2), 133-145. [Link]
(3) Flook, L., Smalley, S., Kitil, M., Galla, B., Kaiser-Greenland, S., Locke, J., . . . Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26, 70-95. http://dx.doi.org/10.1080/15377900903379125
(4) Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133-144. https://doi.org/10.1007/s10826-009-9282-x. Greenberg, M., & Harris, A. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6, 161-166. Viglas, M., & Perlman, M. (2018). Effects of a mindfulness-based program on young children’s self-regulation, prosocial behavior and hyperactivity. Journal of Child and Family Studies, 27(4), 1150-1161. doi:10.1007/s10826-017-0971-6.
(5) Emerson, L. M., Rowse, G., & Sills, J. (2017). Developing a mindfulness-based program for infant schools: feasibility, acceptability, and initial effects. Journal of Research in Childhood Education, 31(4), 465-477. https://doi.org/10.1080/02568543.2017. 1343211. Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21, 99-125. http://dx.doi.org/10.1300/J370v21n01_05. Saltzman, A., & Goldin, P. (2008). Mindfulness based stress reduction for school-age children. In S. C. Hayes & L. A. Greco (Eds.), Acceptance and mindfulness interventions for children adolescents and families (pp. 139-161). Oakland, CA: Context Press/New Harbinger. Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137-151. https://doi.org/10.1007/ s12671-010-0011-8
(6) Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21, 99-125. http://dx.doi.org/10.1300/J370v21n01_05. Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137-151. https://doi.org/10.1007/ s12671-010-0011-8. Viglas, M., & Perlman, M. (2018). Effects of a mindfulness-based program on young children’s self-regulation, prosocial behavior and hyperactivity. Journal of Child and Family Studies, 27(4), 1150-1161. doi:10.1007/s10826-017-0971-6.
(7) Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieved from www.developingchild.harvard.edu.
(8) Obradović J, Sulik MJ, Armstrong-Carter E. Taking a few deep breaths significantly reduces children’s physiological arousal in everyday settings: Results of a preregistered video intervention. Dev Psychobiol. 2021 Dec;63(8):e22214. doi: 10.1002/dev.22214. PMID: 34813098.