Meditation for Children with Disabilities: Improving Mindfulness for Emotional Regulation

Meditation has emerged as a valuable tool in supporting the mental health and well-being of children with disabilities. Research suggests that incorporating meditation practices into daily routines can aid in emotional regulation, reduce anxiety, and improve focus (1). Additionally, mindfulness-based interventions have been linked to improvements in attention, self-regulation, and overall well-being in children with special needs (2).

Meditation in Australian Schools

In Australia, mindfulness and meditation practices are increasingly being integrated into mainstream education settings. Programs such as Smiling Mind, an evidence-based mindfulness initiative, are widely used in Australian primary and secondary schools to support students' mental health and well-being (3). These programs are not exclusive to special schools but are implemented in both general and special education settings.

However, meditation is particularly emphasized in special education environments, where tailored mindfulness programs help children with disabilities develop emotional regulation and coping skills (4). Special education programs often adapt mindfulness techniques to suit the individual needs of students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and other disabilities.

Effective Meditation Techniques for Children

Guided Imagery

Guided imagery is a technique where a facilitator leads the child through a peaceful scenario, such as walking through a forest or floating on a cloud. This method engages the child's imagination, providing a mental escape from stressors and enhancing relaxation (5). Guided imagery can be particularly beneficial for children with sensory processing disorders, as it allows them to experience calming environments in a controlled way.

Example 1: Blowing Out the Candle

A widely used metaphor in teaching children breathing techniques during meditation is Blowing Out the Candle. In this method, children imagine holding a candle in front of them. As they take a deep breath in, they prepare to "blow out the candle." On the exhale, they blow out slowly as if extinguishing the flame. This simple visualization helps children understand how to control their breath, making meditation more engaging and accessible (6).

Watch: "Candle and Flower Breathing - Mindful and Calming Breathing Technique"

Example 2: Rainbow Breathing Exercise

The Rainbow Breathing exercise helps children synchronize their breath with the movement of a rainbow. As they inhale, they imagine the rainbow rising, and as they exhale, the rainbow gently lowers. This practice encourages deep, rhythmic breathing while engaging the child's imagination, making it particularly beneficial for younger children and those with sensory sensitivities (7).

Watch: "Guided Rainbow Breathing Exercise for Kids"

4-7-8 Breathing Exercise

Breathing exercises also play a crucial role in meditation. The 4-7-8 breathing technique involves inhaling for four counts, holding the breath for seven, and exhaling for eight. This pattern helps calm the nervous system and can be particularly beneficial for children experiencing anxiety (8). Simple deep breathing exercises have also been shown to enhance emotional self-regulation and cognitive performance (9).

The Impact of Nature-Based Meditation

Research underscores the positive impact of meditation on children with disabilities, particularly when combined with exposure to natural environments. Studies indicate that nature-based interventions, which often incorporate mindfulness practices, can support physical, emotional, social, and cognitive development in children with special needs (10). Being in nature has been found to enhance the benefits of meditation by reducing stress and promoting relaxation (11).

For a practical experience, you can try this outdoor meditation video, which guides children through a calming mindfulness exercise in a natural setting.

Conclusion

Meditation offers a range of benefits for children with disabilities, from improved focus and emotional regulation to enhanced relaxation and stress reduction. Techniques (such as guided imagery) can be powerful tools in supporting children's well-being. While mindfulness programs are widely used in mainstream Australian schools, they are particularly emphasized in special education settings. By integrating these practices into daily routines, caregivers and educators can help children with disabilities develop essential coping skills and improve their overall quality of life.

References

1. Semple, R.J. & Lee, J. (2014) Mindfulness-based cognitive therapy for anxious children: A manual for treating childhood anxiety, New Harbinger Publications.

2. Zelazo, P.D. & Lyons, K.E. (2012) ‘The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective’, Child Development Perspectives, 6(2), pp. 154–160.

3. Smiling Mind (2023) ‘Mindfulness in Schools’. Available at: https://www.smilingmind.com.au

4. Burke, C.A. (2010) ‘Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field’, Journal of Child and Family Studies, 19(2), pp. 133–144.

5. Thompson, M. & Gauntlett-Gilbert, J. (2008) ‘Mindfulness with children and adolescents: Effective clinical application’, Clinical Child Psychology and Psychiatry, 13(3), pp. 395–407.

6. YouTube (2023) ‘Candle and Flower Breathing - Mindful and Calming Breathing Technique’. Available at: https://www.youtube.com/watch?v=qTN_MtV5TFw

7. YouTube (2023) ‘Rainbow Breathing Exercises’. Available at:

   • "Guided Rainbow Breathing Exercise for Kids"

8. Brown, R.P. & Gerbarg, P.L. (2005) ‘Sudarshan Kriya yogic breathing in the treatment of stress, anxiety, and depression: Part I – Neurophysiologic model’, Journal of Alternative and Complementary Medicine, 11(1), pp. 189–201.

9. Tang, Y.Y., Hölzel, B.K. & Posner, M.I. (2015) ‘The neuroscience of mindfulness meditation’, Nature Reviews Neuroscience, 16(4), pp. 213–225.

10. Jordan, C. (2021) ‘Research Digest: Benefits of Nature for Special Needs’, Children & Nature Network. Available at: https://www.childrenandnature.org/resources/research-digest-children-with-special-needs-2/

11. Bratman, G.N., Hamilton, J.P., Hahn, K.S., Daily, G.C. & Gross, J.J. (2015) ‘Nature experience reduces rumination and subgenual prefrontal cortex activation’, Proceedings of the National Academy of Sciences, 112(28), pp. 8567–8572..