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

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.