Mindfulness in School
Teachers’ Perceptions of Its Effects on Students with ADHD
DOI:
https://doi.org/10.46661/ccselap-12718Keywords:
Mindfulness, ADHD, teachers’ perceptions, self-regulation, school contextAbstract
This article explores the perceptions of primary school teachers whose students with Attention Deficit Hyperactivity Disorder (ADHD) participated in school-based mindfulness programs. Using a mixed-methods approach — including a questionnaire administered to 138 teachers and a focus group — different domains of perception related to attention, impulsivity, behavior, ADHD, and the curricular integration of mindfulness were analyzed. Findings indicate generally positive perceptions regarding the impact of mindfulness interventions, particularly in relation to sustained attention, emotional self-regulation, and overall behavior. Teachers also reported improvements in the classroom environment, describing it as calmer and more cooperative. Qualitative data supported these findings and further highlighted structural limitations, such as lack of curricular time, insufficient teacher training, and shortage of specialized staff. Teachers did not perceive mindfulness as a replacement for other pedagogical or therapeutic strategies, but rather as a valuable complementary tool in addressing challenges associated with ADHD. The study suggests that regular mindfulness practice, when supported by adequate training and institutional support, may contribute to a more inclusive and humanized educational environment.
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