The process and impact of mindfulness-based interventions on students with ADHD

Abstract

In Hungarian the educational science, mindfulness is less a well-known or applied concept. In our study, its theoretical aspects, impact, methods for developmental purposes and effectiveness to students with ADHD (attention-deficit, hyperactivity, impulsivity) are presented, based on pertinent literature. Neurobiological research has shown damage to the prefrontal cortex in the case of people with ADHD. This brain area is responsible for the regulation of attention and emotions, as well as for executive functions (D. Molnár, 2013; Sousa et al, 2020). Significant progress can be made in these areas and the main symptoms of ADHD can be treated effectively with the methods of mindfulness-based interventions. Mindfulness is interpreted as a skill that can be developed through practice (Bishop et al, 2004). The primary practice used for this purpose (sitting and walking meditation) consists of three steps: (1) directing attention to a sensory or perceptual factor (e.g. breathing), (2) perceiving and releasing the occurrence of a distracting factor, (3) diverting attention back to the given attention anchor. During the exercise, this sequence is repeated several times. Through development, students learn to focus their attention and notice when and how mind-wandering occur in their case (Meppelink et al, 2016). By shifting their attention to a neutral focus, they can free themselves from certain intense emotional states and become open and accepting of their own emotions and experiences, which could positively affect their peer-relationships too. Essentially, it is based on self-observation, in which thoughts, emotions and sensations give the focus of mindfulness (Househam & Solanto, 2016).