Mindfulness for ADHD: Evidence, Barriers, and Practical Applications

Attention Deficit Hyperactivity Disorder (ADHD) often brings challenges in sustaining attention, managing restlessness, and establishing routines. While medication remains a common first-line treatment, many children and young people discontinue pharmacological interventions within the first year - up to 21% in one survey of 127 young people aged 6–18 (Toomey et al., 2012). I recently did some research on the use of mindfulness. I had the assumption that individuals may struggle with some mindfulness activities (mainly meditations), and I was curious to know if this area had been explored previously.  Below, we explore the evidence base, the unique barriers ADHD presents, and practical ways to weave mindfulness into everyday life.

1. Evidence of Mindfulness Benefits in ADHD

Early feasibility studies laid the groundwork for mindfulness in ADHD. In 2008, Zylowska et al. conducted an eight-week mindfulness meditation programme for adolescents and adults with ADHD, reporting improvements in anxiety, depression, and inattention. Although most participants were on medication and the sample skewed female, the study demonstrated that structured mindfulness training can support symptom relief.

Subsequent trials with adolescents reinforced these findings. Van de Weijer-Bergsma et al. (2012) ran a similar eight-week programme (five boys and five girls) and found notable gains in attention, though effects diminished by the 16-week follow-up. In contrast, Haydicky et al. (2015) observed sustained improvements in both adolescents and their parents six weeks after completing Mindfulness-Based Cognitive Therapy (MBCT) - originally designed for depression but adapted here for ADHD. Transcendental Meditation (TM) has also shown promise: Grosswald et al. (2008) reported reduced ADHD symptoms in teens after three months of practice.

Together, these studies suggest that multiple mindfulness interventions, whether MBCT, general meditation, or TM can support those with ADHD.  However, small sample sizes, short follow-up windows, and cultural differences (e.g., programmes in the Netherlands versus Canada) underscore the need for larger comparative trials.

2. Mindfulness to Improve Sleep in ADHD

Sleep difficulties frequently co-occur with ADHD, yet evidence for behavioural and pharmacological sleep interventions remains limited (Larsson et al., 2023). Recent pilot work is turning towards mindfulness as a tool for bedtime regulation:

• Zaccari et al. (2021) delivered an eight-week meditation programme to 25 children aged 7–11, reporting modest gains in sleep quality.

• Fried et al. (2022) trialled a four-week digital meditation app with 18 children aged 6–12, noting improvements in both sleep and anxiety levels.

Although these studies lack long-term follow-up and rely on small cohorts, they hint at a bidirectional relationship: reduced anxiety through mindfulness may foster deeper, more restorative sleep.

3. Barriers to Mindfulness Practice in ADHD

Mindfulness is not a one-size-fits-all solution. Qualitative research highlights common hurdles:

• Restlessness and Procrastination: Adults with ADHD report difficulty tolerating silence, distraction by ambient noise, and habitual procrastination (Janssen et al., 2020).

• Sensory and Social Challenges: In a parent–child programme (Siebelink et al., 2021), timing sessions around dinner or commuting to classes created friction. Some younger children struggled to remain still, while siblings felt excluded when mindfulness took place at home.

Personal preferences also vary. Some thrive in small peer groups, others prefer solitary practice. These findings align with classroom observations where children may comply with guided relaxation only if they can fidget or move gently.

4. Practical Applications and Habit Formation

How do we turn mindfulness from occasional trial into lasting habit? Drawing on both research and my experience, consider these strategies:

1. Movement-Anchored Mindfulness: Encourage small motions—foot tapping, yoga stretches, or squeezing a fidget toy—during seated meditation. Sarver et al. (2015) demonstrated that simple foot movement can boost working memory in boys with ADHD, suggesting that motion can anchor attention rather than disrupt it.

2. If-Then Planning: Borrow the “implementation intention” model (Gawrilow et al., 2011). A bedtime habit might read: “If my clock shows 8 pm, then I will close my eyes and breathe for three counts.” Linking a specific trigger with a brief, achievable action transforms mindfulness into an automatic routine.

3. Digital Signposting: When one-to-one sessions aren’t feasible, recommend evidence-informed apps. Choose programmes designed for children- short sessions, engaging visuals, and built-in reminders help reinforce practice across settings.

4. Family Co-Practice: Build shared rituals, such as a nightly “dream-net” visualisation: imagine weaving a net to catch racing thoughts, then gently release them into a basket. Coupling mindfulness with gratitude rounds out the routine, strengthening both emotional connection and sleep readiness.

5. Yoga as an Entry Point: For many young clients, yoga flows feel less intimidating than silent body scans. Integrate simple poses into relaxation classes to scaffold students toward seated mindfulness.

   
   

5. Looking Ahead: Research and Integration

The current evidence, while promising, is preliminary. Future studies should explore:

• Longitudinal effects of diverse mindfulness techniques across age ranges

• Head-to-head comparisons of MBCT, TM, and digital programmes

• Integration of mindfulness into school curricula and therapeutic services

Mindfulness offers some benefits to some individuals. It can ease anxiety, sharpen attention, and improve sleep. But it needs to be adapted to the person - inviting motion, respecting sensory needs, and scaffolding habits with clear cues. As you experiment with these strategies, remember that progress often comes in small steps, and mindfulness is a skill that doesn’t always come naturally.  

If you’re a practitioner, educator, or parent eager to explore mindfulness for ADHD, let’s continue the conversation. Together, we can transform evidence into real-world routines that support focus, well-being, and a good night’s rest.

References

Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit executive functions in children with ADHD. Journal of Social and Clinical Psychology, 30(6), 616–646.

Grosswald, S. J., Stixrud, W. R., Travis, F., & Bateh, M. A. (2008). Use of the transcendental meditation technique to reduce symptoms of attention deficit hyperactivity disorder (ADHD) by reducing stress and anxiety: An exploratory study. Current Issues in Education, 10.

Haydicky, J., Shecter, C., Wiener, J., & Ducharme, J. M. (2015). Evaluation of MBCT for adolescents with ADHD and their parents: Impact on individual and family functioning. Journal of Child and Family Studies, 24(1), 76–94.

Janssen, L., de Vries, A. M., Hepark, S., & Speckens, A. E. (2020). The feasibility, effectiveness, and process of change of mindfulness-based cognitive therapy for adults with ADHD: A mixed-method pilot study. Journal of Attention Disorders, 24(6), 928–942.

Larsson, I., Aili, K., Lönn, M., Svedberg, P., Nygren, J. M., Ivarsson, A., & Johansson, P. (2023). Sleep interventions for children with attention deficit hyperactivity disorder (ADHD): A systematic literature review. Sleep Medicine, 102, 64–75.

Sarver, D. E., Rapport, M. D., Kofler, M. J., Raiker, J. S., & Friedman, L. M. (2015). Hyperactivity in Attention-Deficit/Hyperactivity Disorder (ADHD): Impairing deficit or compensatory behavior? Journal of Abnormal Child Psychology, 43(7), 1219–1232.

Siebelink, N. M., Kaijadoe, S. P. T., van Horssen, F. M., Holtland, J. N. P., Bögels, S. M., Buitelaar, J. K., Speckens, A. E. M., & Greven, C. U. (2021). Mindfulness for children with ADHD and mindful parenting (MindChamp): A qualitative study on feasibility and effects. Journal of Attention Disorders, 25(13), 1931–1942.

Toomey, S. L., Sox, C. M., Rusinak, D., & Finkelstein, J. A. (2012). Why do children with ADHD discontinue their medication? Clinical Pediatrics, 51(8), 763–769.

Van de Weijer-Bergsma, E., Formsma, A. R., de Bruin, E. I., & Bögels, S. M. (2012). The effectiveness of mindfulness training on attention, hyperactivity and impulsivity in children with ADHD. Journal of Child and Family Studies, 21(5), 775–787.

Zaccari, V., Santonastaso, O., Mandolesi, L., De Crescenzo, F., Foti, F., & Crescentini, C. (2021). Clinical application of mindfulness-oriented meditation in children with ADHD: A preliminary study on sleep and behavioral problems. Psychology & Health, 36(12), 1404–1420.

Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, T. S., Pataki, C., & Smalley, S. L. (2008). Mindfulness meditation training in adults and adolescents with ADHD: A feasibility study. Journal of Attention Disorders, 11(6), 737–746.