A Mindfulness Intervention with Mildly Intellectually Delayed High School Students

Abstract

This study investigated whether a social and emotional learning program, specifically the MindUP curriculum, that included a mindfulness intervention would positively impact the self-concept and mindfulness ability of mildly intellectually disabled high school students. A convenience sample of 14 participants was drawn from one of the researcher’s classes. Participants completed instruments measuring self-concept and mindful attention awareness pre and post intervention. The intervention consisted of implementation of the MindUP curriculum, a 15 lesson social and emotional learning program meant to increase optimism and resilience in students with a fundamental mindfulness practice of focused listening and breathing. Results showed a significant increase in participants’ ability to be mindful, but no significant change to self-concept was noted.