The Role of Mindfulness in Promoting Classroom Behaviour Among Children with Learning Difficulties

Zimeng Xu

doi:10.47297/wspiedWSP2516-250071.20250910

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The Role of Mindfulness in Promoting Classroom Behaviour Among Children with Learning Difficulties

Volume 9, Issue 10

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The Role of Mindfulness in Promoting Classroom Behaviour Among Children with Learning Difficulties
The Role of Mindfulness in Promoting Classroom Behaviour Among Children with Learning Difficulties
College of Arts, Humanities and Social Sciences, The University of Edinburgh, South Bridge, Edinburgh, EH8 9YL, United Kingdom
Vol. 9, Issue 10, Pages: 314-320(2025)
Published：30 October 2025
DOI：10.47297/wspiedWSP2516-250071.20250910
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Xu Zimeng.The Role of Mindfulness in Promoting Classroom Behaviour Among Children with Learning Difficulties[J].Journal of International Education and Development,2025,09(10):314-320.
DOI：

Xu Zimeng.The Role of Mindfulness in Promoting Classroom Behaviour Among Children with Learning Difficulties[J].Journal of International Education and Development,2025,09(10):314-320. DOI： 10.47297/wspiedWSP2516-250071.20250910.

摘要

Abstract

This study examines the effectiveness of a culturally adapted mindfulness-based intervention (MBI) on classroom behaviour in two Chinese children with learning difficulties. Learning difficulties are neurological disorders that affect a child's ability to process and retain information

impacting their academic performance and emotional regulation. The prevalence of learning difficulties in China is significant

affecting 3% to 13% of school-age children. While MBIs have been shown to improve attention

emotional regulation

and overall well-being

a gap exists in research regarding their cross-cultural application.The study used a single-case design with pre- and post-intervention comparisons across a one-week baseline

a five-week intervention

and a one-week follow-up phase. Two 10-year-old participants

Case A and Case B

were selected based on poor concentration

low academic self-reliance scores

and teacher-reported disruptive behaviours. Data was collected through behavioural observations

teacher interviews

and parent interviews. The behavioural indicators measured were: the time required to enter a learning state (ST)

the frequency of non-social behaviour (F)

and the time wasted (WT).The results showed that the mindfulness intervention had a positive and lasting impact on the classroom behaviours of both participants. For Case A

all three negative behaviours (ST

and WT) decreased

with the most significant improvements seen in WT and ST

which remained low during the follow-up phase. Case B also showed continuous improvement across all three indicators

with the changes sustained during the follow-up period. Teacher and parent reports corroborated these findings

noting improvements such as decreased interruptions

increased task focus

and more active participation. These results suggest that culturally adapted MBIs can be successfully implemented in the Chinese educational context

confirming that cultural relevance is a key factor for the intervention's success and practical application.

关键词

Keywords

references

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