Influence of Mindfulness Training on ADHD and Anxiety

This action research project evaluated mindfulness as an intervention to counteract contextual symptoms of ADHD and anxiety in the school setting. Diagnosis of ADHD and anxiety in high school students has seen a steady increase in recent years. Concurrently there has been an upsurge in the use of technology and a decrease in the amount of time spent outdoors in active play. This project examines links between these factors, and whether mindfulness can ameliorate the negative effects of these societal trends. A high school classroom was the setting for the study. Data was triangulated from student self-reporting through journals and reflections, teacher; and parent observations, and pre- and post-study surveys of students' executive functioning skills. Findings suggest that mindfulness is an effective intervention though the benefits fade over time. The implication is mindfulness has commonalities with exercise physiology, in that the practice would have to be maintained to continue the benefits.