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Mindfulness for Special Needs Students

Students with special needs age 7 to 25


The Mindfulness for Special Needs Students programme held over 12-18 weeks focuses on using mindfulness practices to help students with increasing self and other awareness, emotional regulation and academic performance amongst others. 

Broadly, there are two types of Special Needs which are 1. Cognitive/Developmental/Behavioural: Autism, ADHD, Dyslexia, Low IQ and 2. Physical Disabilities: Visual, Hearing and Mobility. Mindfulness research on the former are increasingly showing positive effects. The challenges of Special Needs Students includes low academic performance/truancy/poor grades; behavioural challenges - disruptive in class, aggression, anger; lack of focus and attention - results in child seclusion; difficulty in learning and processing information; and inability to communicate effectively amongst others. 

This mindfulness programme is designed to help in reducing stress and anxiety, problematic thoughts, aggression and enhancing their wellbeing and relationships with their peers and teachers.



  • supports “readiness to learn”

  • promotes academic performance

  • strengthens attention and Self-Self-Calming

  • reduces anxiety before testing

  • promotes self-reflection and self-calming

  • improves classroom participation by supporting impulse control

  • provides tools to reduce stress

  • enhances social and emotional learning (SEL)

  • fosters pro-social behaviours and healthy relationships

  • supports holistic wellbeing

Additional Benefits for Students with Special Needs

  • positive changes in brain structure

  • lowers Anxiety and Stress

  • decreases Depressive symptoms

  • improves skills and abilities - attention, memory

  • emotional Regulation

  • reduces challenging behaviour

  • increases self-awareness

  • acceptance of ones experiences and disability

  • improves academic performance and classroom participation

  • improves relationships - teachers, peers and parents

Interested in this?

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