The effect of mindfulness-based interventions on enhancing attention control efficiency among twice-exceptional students in Saudi Arabia
B. Alotaibi, S. Alrashidi, A. A. Bahrawi
The Education and science journal 2026 DOI: 10.17853/1994-5639-2026-4497 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial with qualitative interview component Peer reviewed |
|---|---|
| Sample size | 24 |
| Population | Gifted adolescent girls with twice-exceptionalities (giftedness and diagnosed ADHD) |
| Intervention | Mindfulness training |
| Measures | Stroop test, Continuous Attention test, Flanker test, Simon test |
| Topics | Meditation |
| Keywords | Education |
| Key findings | The authors report that mindfulness training integrated into the curriculum produced statistically significant improvements in attention, with the experimental group outperforming the control group on the Stroop, Continuous Attention, Flanker, and Simon tests at all three testing stages. Interview analysis is said to confirm positive effects on focus and executive functioning. |
Abstract
Introduction. Mindfulness practices encompass a set of cognitive training techniques designed to develop mechanisms of voluntary attention and metacognitive control. Their application helps enhance the effectiveness of coping strategies under stress, reduce psychophysiological stress levels, and optimise self-regulation functions as well as overall psychological well-being. Aim. The present study aims to investigate the impact of integrating mindfulness training into the curriculum on improving concentration among gifted adolescent girls with attention deficit hyperactivity disorder (ADHD) in relation to their perception of the curriculum. Methodology and research methods. In the first stage, an experiment was conducted to implement a training programme based on mindfulness strategies. Subsequently, during the qualitative research phase, in-depth interviews with the participants were analysed. The sample consisted of 24 students with twice-exceptionalities (giftedness and a diagnosed ADHD), randomly divided into two groups: experimental (n = 12) and control (n = 12). Four tests – the Stroop, Continuous Attention, Flanker, and Simon tests – were administered to measure attention levels before, midway through, and after the intervention . Results. The results revealed statistically significant differences between the control and experimental groups at all three testing stages, favouring the experimental group. This outcome is attributed to the effects of mindfulness training. Additionally, qualitative analysis using NVivo confirmed the positive impact of mindfulness practices on students’ focus and executive functioning skills. Scientific novelty. The scientific novelty of this work lies in its focus on a specific category of students who are often overlooked in pedagogical research, as well as in the application of cognitive techniques tailored for gifted students with twice-exceptionalities. Practical significance . The proposed technique effectively enhances concentration, self-regulation, and cognitive performance in students.