Benefits of Mindfulness for Neurodivergent Children

By Breezy Ocaña Flaquer

Benefits of Mindfulness for Neurodivergent Children

By Breezy Ocaña Flaquer

I chose this topic because I am aware of the benefits of mindfulness, and I want to have a well-documented resource on the subject since it can help me with my projects. I am an astrophysicist and a dedicated yoga practitioner with over 25 years of experience. I have taught yoga in preschool and have also taught astronomy to both preschoolers and university students, bringing a mindful perspective that aims to combine science and mindfulness. In my current project, I am exploring ways to teach astronomy with a mindful approach, aiming to cultivate curiosity about the cosmos while fostering present-moment awareness in learners. Therefore, I am interested in the benefits of mindfulness in general and, more recently, in its impact on neurodivergent children.

Mindfulness in Education

Mindfulness is typically defined as a focused, non-judgmental awareness of the present moment. Weare and Huppert describe mindfulness as “the ability to be aware of our experience as it is happening while maintaining an attitude of openness, curiosity, and kindness.” In practice, this means observing one’s thoughts, bodily sensations, and emotions as they arise without immediately reacting or judging them. Such mindful awareness engages cognitive processes that heighten self-awareness and self-regulation. Research suggests that mindfulness provides a foundational awareness of one’s thoughts and feelings and improves the ability to manage them (Smiling Minds).

In educational contexts, this enhanced awareness can help students stay present and attentive during learning activities. For example, a brief breathing exercise at the start of class can ground students in the moment, making them more receptive and focused. Another example is mindfully counting the steps it takes to move from one planet to another in a scaled model, which can integrate multiple senses when learning about the solar system. By training students to notice distractions (whether an anxious thought or a passing worry) and gently return their attention to the task, mindfulness practice strengthens concentration and cognitive control in the classroom.

Benefits for Neurodiverse Children

Mindfulness-based interventions have shown particular benefits for neurodiverse children, including those with Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD). One key benefit is improved attention. Studies indicate that even short periods of mindfulness practice can enhance attentional capacities (Tang, 2007; Jha, 2007). For instance, Jha (2007) demonstrated that mindfulness training strengthens subsystems of attention, helping individuals sustain focus and switch attention more effectively. A meta-analytic review by Chiesa (2009) similarly found that mindfulness training is associated with gains in attentional control and cognitive flexibility.

In children with ADHD, these improvements in attention can translate to better on-task behavior and reduced impulsivity. In one pilot study, youth with ADHD who completed an eight-week mindfulness program showed pre–post improvements in attention and cognitive inhibition, as well as reduced anxiety and depressive symptoms (Zylowska et al., 2008). This suggests mindfulness training may help neurodiverse learners both sharpen their focus and manage the emotional challenges (stress, frustration) that often accompany attentional difficulties.

Mindfulness also contributes to emotional regulation and social skills development, which are critical for children with ASD or ADHD. By practicing non-reactivity and labeling emotions, students learn to pause before responding, allowing them to better handle strong feelings. Research in clinical and school settings supports this: mindfulness interventions are linked to reduced stress and aggressive behavior and improved emotional well-being in neurodiverse youth (Simione et al., 2024).

For example, a systematic review of mindfulness programs for individuals with ASD found evidence of “alleviation of psychological distress, reduced behavioral problems, and improved cognitive and social skills.” Children on the autism spectrum who engage in age-appropriate mindfulness exercises (such as breathing with a sensory focus or guided calm-down practices) often become more aware of their emotions and body signals, which can help them navigate sensory overload or anxiety. Over time, this increased self-awareness and calmness can translate into better social interaction skills, such as taking turns in conversation or coping with changes in routine, and greater empathy for peers.

Some schools have introduced specialized mindfulness programs to support these outcomes. For instance, the Mindful Schools program and the MYmind training (which involves children with ASD/ADHD and their parents) teach techniques like mindful breathing, listening, and movement to improve attention and emotional self-control in neurodiverse students (Salem-Guirgis et al., 2019). Early results from such programs show promise: parents and teachers often report that children are calmer, more attentive, and more socially responsive after consistent mindfulness practice.

Practical Applications and Conclusion

Mindfulness is increasingly being woven into school curricula as part of social-emotional learning (SEL) initiatives. Educators recognize that skills like self-awareness, empathy, and stress management form a foundation for academic and personal success. Some schools begin the day or class periods with short mindfulness activities—for example, a few minutes of silent breathing or a guided “body scan” to help students settle. These practices prepare students to learn by reducing restlessness and tuning out distractions.

Beyond standalone exercises, whole-school programs have been developed to integrate mindfulness into lessons. One notable example is the MindUp curriculum, a mindfulness-based SEL program designed for elementary schools. In a randomized controlled trial, Schonert-Reichl et al. (2015) found that children who participated in a 12-week mindfulness-infused SEL program showed significant gains in cognitive control (executive function) and social behaviors compared to their peers. Students in the program demonstrated better emotion regulation, increased empathy and optimism, and were rated by classmates as more prosocial. Such findings illustrate how mindfulness practices can be seamlessly combined with teaching content like kindness, gratitude, and perspective-taking to enhance both “head” and “heart” learning.

In conclusion, integrating mindfulness into education offers a powerful complement to traditional teaching methods. My project of teaching astronomy with a mindful approach exemplifies this integration—inviting students to explore the wonders of the universe while staying grounded in present-moment awareness. By combining breathing exercises or gentle movement with stargazing and scientific inquiry, learners can engage both analytically and experientially, fostering a sense of awe and personal connection to the material.

Research shows that mindfulness enhances attention, emotional balance, and social-emotional skills, all of which support better learning outcomes for students of all abilities. As schools continue to adopt mindfulness in their curricula, from SEL programs in elementary grades to stress-reduction workshops in colleges, the education system moves toward nurturing the whole student. This holistic approach not only improves academic focus but also contributes to students’ overall well-being and empathy, preparing them to thrive in and beyond the classroom.

References

Chiesa, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: A review and meta-analysis. Journal of Alternative and Complementary Medicine, 15(5), 593–600.

Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109–119.

Salem-Guirgis, S., Albaum, C., Tablon, P. et al. MYmind: a Concurrent Group-Based Mindfulness Intervention for Youth with Autism and Their Parents. Mindfulness 10, 1730–1743 (2019). https://doi.org/10.1007/s12671-019-01107-9

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66 .

Simione, L., Frolli, A., Sciattella, F., & Chiarella, S. G. (2024). Mindfulness-based interventions for people with autism spectrum disorder: A systematic literature review. Brain Sciences, 14(10), 1001 .

Tang YY, Ma Y, Wang J, Fan Y, Feng S, Lu Q, Yu Q, Sui D, Rothbart MK, Fan M, Posner MI. Short-term meditation training improves attention and self-regulation. Proc Natl Acad Sci U S A. 2007 Oct 23;104(43):17152-6. doi: 10.1073/pnas.0707678104. Epub 2007 Oct 11. PMID: 17940025; PMCID: PMC2040428.

Weare, K., & Huppert, F. (2016). Mindfulness in education – definition and effects. In K. Brown (Ed.), Mindfulness: Theory and Practice in Education (hypothetical example) . (Original work defining mindfulness as open, curious awareness).

Zylowska, L., Ackerman, D. L., Yang, M. H., et al. (2008). Mindfulness meditation training in adults and adolescents with ADHD: A feasibility study. Journal of Attention Disorders, 11(6), 737–746 .