Mindfulness-Based Intervention and Its Effect on Working Memory in Gifted Students With Special Learning Needs in Language Education
Theory and Practice in Language Studies January 7, 2026 Omar Ismail Alorani, Mays Yacoub Al Shebli, Luqman Mahmoud Rababah et al.
A training program based on mindfulness strategies, implemented over 8 weeks, improved working memory and attention and reduced symptoms of Attention Deficit Hyperactivity Disorder (ADHD), such as impulsivity and hyperactivity, among 46 gifted students with special educational needs learning English. The program also helped reduce stress and anxiety, improved emotion recognition and management, and supported social relationships and daily task performance. The authors argue that integrating mindfulness into comprehensive treatment plans that include psychological and behavioral support can enhance executive functioning, mental health, and academic and social performance in children and adolescents with ADHD.