9卷 第10期
College of Arts, Humanities and Social Sciences, The University of Edinburgh, South Bridge, Edinburgh, EH8 9YL, United Kingdom
纸质出版：2025-10-30
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Zimeng Xu. (2025). The Role of Mindfulness in Promoting Classroom Behaviour Among Children with Learning Difficulties. 国际教育与发展（英文版）, 9(10), 314-320.
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.
Zimeng Xu. (2025). The Role of Mindfulness in Promoting Classroom Behaviour Among Children with Learning Difficulties. 国际教育与发展（英文版）, 9(10), 314-320. DOI： 10.47297/wspiedWSP2516-250071.20250910.
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.
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
F
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.
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