I have been forming a deeper relationship with meditation than I ever thought possible (Thanks to Kelly Roadhouse). My interest in sitting on my cushion seems to falter only when I am tired, but I try to find another time when the house is quiet (tough since we all work from home). Knowing how it has helped me, I have begun to research multiple ways to incorporate this ancient practice into the classroom or school setting.
The first article I found was published in Nov of 2007 by the Journal of Attention Disorders titled "Mindfulness Meditation Training in Adults and Adolescents with ADHD". It refers back to studies done in the late 1980s and suggests more research should be conducted. Mindfulness Meditation Training (MMT) continues to help adults and adolescents reduce their symptoms of ADHD and depression. The authors of the study suggest that as people increasingly ask for alternatives to medication, practitioners and teachers should use MMT or Mindful Awareness Practices (MAPs) for ADHD to help patients gain more awareness and control over the effects of ADHD on their day-to-day routine.
But MMT and MAPs aren't just for people with ADHD! Wouldn't we all like to be more observant and cognizant of our present instead of dwelling on the past and becoming anxious about the future? "Meditation practice trains the mind to the present experience with an open, curious and accepting stance." The practice of meditation that most people are aware of is 1) bringing attention to an "attentional anchor" or breath, 2) noting that distraction occurs, 3) refocusing or bringing awareness back to the "attentional anchor". When you are meditating and your mind gets distracted, Pema Chodron, renown teacher of meditation, says to acknowledge that you are thinking but do not judge: Label it "thinking" and move on.
Previous studies indicate that participants of MMT become more open to emotional states with breathing and relation techniques and has even helped prevent relapses into depression. Participants are less likely to shut down and let their emotions take over. The researchers suggest that when people are affected by ADHD they have trouble self-regulating motivation, emotions, and arousal.
If done in the classroom, I suggest it as a whole class activity. This could bring the benefit of social support. Careful screening of the students must be done to ensure that all are willing to participate and be quiet, so as not to ruin others' meditation time. If done as an intervention strategy, I would suggest it be a small group setting like the researchers set up: disabiility symptoms were explained and provided; sitting meditations were shortened and walking meditation was a alternative; mindful awareness in daily living was emphasized; visual aids were used to explain mindful awareness concepts; and loving kindness (meta) meditation was included to support the need to increase self-esteem.
It should also be noted that the study was performed mostly with white females who were between the middle to high socioeconomic status. The researchers state, "Future research is needed to determine efficacy of MAPs in ADHD population and whether this approach may be more appropriate for certain groups within ADHD." When given the chance, I would love to have the opportunity to work with more diverse groups of students and/or adults to determine whether it is helpful as treatment for becoming more aware and attentive.
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