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.
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |
Citations in the library
Cites 12
- The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD Journal of Child and Family Studies September 21, 2011
- A Systematic Review of Yoga and Meditation for Attention-Deficit/Hyperactivity Disorder in Children. Cureus March 1, 2023
- Executive Function Training Through a Mindfulness-Based Neuroeducational Program in Elementary School Students Mindfulness November 1, 2024
- Impact of mindfulness-based strategy training on working memory in twice-exceptional students in Saudi Arabia The Education and science journal July 23, 2025
- The Effect of a Short Mindfulness Meditation on Somatosensory Attention Mindfulness August 1, 2022
and 7 more in the library