Using Mindfulness Techniques to Improve Attention in Students with Attention Deficit Hyperactivity Disorder

ADHD is a common neurodevelopmental disorder affecting 5% to 7% of school-age students, characterized by inattention, hyperactivity, and impulsiveness, which impair academic and social functioning. Mindfulness training, a psychological exercise focusing on present-moment awareness without judgment, has drawn attention as an intervention. The paper reviews ADHD characteristics, mindfulness principles, and therapeutic applications, then describes the empirical methods and results of the author's study, concluding with implementation strategies and future research suggestions. The article aims to offer new educational ideas to support ADHD students' learning and development.

Study at a glance

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders and affects approximately 5% to 7% of school-age students worldwide. The disorder is characterized by persistent inattention, hyperactivity, and impulsiveness and significantly impacts school performance and interpersonal relationships among students. Students with ADHD experience concentration difficulties, learning difficulties, and social difficulties with other students in the class, which may lead to low self-esteem and interference with their overall development. With more intense research on ADHD, more and more intervention strategies have been introduced, of which mindfulness training has drawn global attention. Mindfulness is a psychological exercise designed to help people focus on the here and now experience and observe their thoughts and feelings without judgments. Research has shown that mindfulness training is able to increase control over attention, emotion regulation, and regulation of behavior, thereby helping students with ADHD learn. This paper is structured in some sections. First of all, the characteristics of ADHD and its impact on students are described in detail. Secondly, the basic principles of mindfulness techniques and their application in the therapeutic treatment of ADHD are discussed. Thirdly, the empirical methods and results of this study are explained. Finally, particular implementation strategies and suggestions for future research are presented. By giving complete explanation to these contents, this article would like to provide new ideas to the education of ADHD students and help them develop better in learning and life.