The Effectiveness of Mindfulness on Selective Attention, Visuospatial Memory, and Academic Performance in Elementary School Students with Attention-Deficit/Hyperactivity Disorder
Fahimeh Fazlollah Hamedani, Malihe Masalehgo
The Psychological Research in Individuals with Exceptional Needs 2025 DOI: 10.61838/kman.prien.3.1.10 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental pretest-posttest control group study Peer reviewed |
|---|---|
| Sample size | 30 |
| Population | Elementary school students diagnosed with ADHD |
| Intervention | Mindfulness training program based on Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) protocols |
| Duration | Eight 45-minute sessions |
| Measures | Stroop Test, Corsi Block-Tapping Test, Academic Performance Questionnaire, continuous assessment scores |
| Topics | Meditation |
| Keywords | Education |
| Key findings | The authors report that eight mindfulness sessions significantly improved selective attention, visuospatial memory, and academic performance in students with ADHD relative to a control group, and that correlations between cognitive indices and academic performance increased after the intervention. They propose mindfulness training as an effective complementary intervention alongside other treatment approaches. |
Abstract
The present study aimed to examine the effectiveness of a mindfulness training program on selective attention, visuospatial memory, and academic performance in elementary school students diagnosed with ADHD. This study employed a quasi-experimental design with a pretest–posttest control group. A total of 30 elementary school students diagnosed with ADHD were randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group participated in eight 45-minute sessions of a mindfulness training program based on Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) protocols, while the control group continued with routine school activities. Selective attention was assessed using the Stroop Test, visuospatial memory was measured with the Corsi Block-Tapping Test, and academic performance was evaluated through continuous assessment scores and an Academic Performance Questionnaire. Data were analyzed using analysis of covariance (ANCOVA) while controlling for pretest effects. The findings indicated that the mindfulness intervention led to significant improvements in selective attention, visuospatial memory, and academic performance in the experimental group compared with the control group. In addition, correlations between cognitive indices and academic performance increased following the intervention, highlighting the role of cognitive mechanisms in enhancing academic achievement. Mindfulness training can serve as an effective complementary intervention alongside other treatment approaches to improve cognitive and academic functioning in students with ADHD. It is recommended that mindfulness programs be implemented in schools with the involvement of parents and teachers. Future research should incorporate follow-up periods, larger sample sizes, and neuropsychological indicators to further elucidate the mechanisms underlying these effects.