Mindfulness-Based Stress Reduction for Addressing Psychological Distress, Learning-Based Stress Symptoms, and Post-Traumatic Growth in Adults with Specific Learning Disabilities

Abstract

Individuals with specific learning disabilities (SLDs) often experience significant emotional challenges arising from negative learning experiences. Mindfulness interventions may provide support in addressing these difficulties. This study examined how mindfulness, cultivated through an MBSR intervention, influences stress-related symptoms among individuals with SLD. It explored the relationships between mindfulness, psychological distress (PD), and learning-based stress symptoms (LBSS) while assessing its potential to foster post-traumatic growth (PTG). A total of 127 participants (M = 37.1, SD = 10.6) were recruited through advertisements in learning disabilities and student groups. Participants officially diagnosed with SLD (n = 49) were randomly assigned to an experimental group (n = 25), which completed an MBSR program, or a waitlist control group (n = 24). Assessments of mindfulness, PD, and LBSS were conducted at baseline (T1), post-intervention (T2), and follow-up (T3, 4 months later). PTG was assessed only at follow-up. Participants without SLD (n = 78) served as a baseline comparison group. Participants with SLD reported significantly higher levels of PD and LBSS compared to the general population. The MBSR group showed significant reductions in PD and LBSS compared to the control group, with sustained benefits at follow-up. Mindfulness mediated the relationship between MBSR participation and reductions in PD and LBSS. No significant improvement in PTG was observed. MBSR demonstrates effectiveness in reducing psychological distress and learning-based stress among individuals with SLD. While its impact on PTG remains inconclusive, mindfulness interventions offer promising support for addressing chronic stress in this population. This study was not preregistered.