Inclusive School and the Impact of programs promoting socio-emotional Competencies Based on mindfulness in ADHD in Primary School Students
Teresa Isabel Costa de Oliveira Martins Matos Teresa Isabel Costa de Oliveira Martins Matos, Ana Isabel González-Contreras, Isabel Alonso-Rodríguez, María Carmen Martínez-Muciano
Salud, Ciencia y Tecnología 2024 DOI: 10.56294/saludcyt20241170 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Non-experimental mixed-methods study Qualitative Peer reviewed |
|---|---|
| Sample size | 415 |
| Population | Primary school teachers in Portugal and five school members in Alto Alentejo |
| Intervention | Mindfulness programmes |
| Topics | Meditation |
| Key findings | Teachers reported perceived improvements in inclusion processes and benefits in attention, impulse control, and behavior, especially for students with ADHD, in schools that apply mindfulness programs. The authors conclude that integrating mindfulness programs into the primary education curriculum would be beneficial for socioemotional skills and inclusion of students with special educational needs. |
Abstract
Introduction: inclusive education is a global goal to promote the academic success of all students, regardless of their conditions or disabilities. In Portugal, Decree-Law No. 54/2018 replaced Decree-Law No. 3/2008, establishing a new legal framework for inclusive education.
Aims: to assess the perception of primary school teachers in Portugal on inclusive education and the impact of mindfulness programmes on students with Attention Deficit Hyperactivity Disorder (ADHD).
Method: non-experimental study with quantitative and qualitative analysis. An online questionnaire was used with 415 teachers, and a focus group was conducted with five school members in Alto Alentejo.
Results: teachers perceive improvements in inclusion processes and benefits in attention, impulse control and behaviour of students, especially those with ADHD, in schools that apply mindfulness programmes.
Conclusions: integrating mindfulness programmes in the primary education curriculum would be beneficial, promoting socioemotional skills and improving the inclusion of students with special educational needs
Comparable studies
Other experimental studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| The benefits of being present: Mindfulness and its role in psychological well-being. Cancer patients (clinical intervention study) | 2003 | Mixed methods: scale development, correlational, quasi-experimental, laboratory, experience-sampling, and clinical intervention study | |
| Loving-kindness meditation increases social connectedness. | 2008 | Controlled laboratory experiment | |
| Mindfulness and mind-wandering: Finding convergence through opposing constructs. | 2012 | Two studies: correlational study and experimental study | |
| Mental Training Enhances Attentional Stability: Neural and Behavioral Evidence | 2009 | Experimental study | |
| Mindfulness meditation and substance use in an incarcerated population. Incarcerated population | 2006 | Quasi-experimental with treatment-as-usual control condition |