Mindfulness-based interventions for students with dyslexia:
a systematic review
DOI:
https://doi.org/10.15448/1980-8623.2023.2.40879Keywords:
dyslexia, students, mental health, special educationAbstract
This study aimed to systematically review publications on mindfulness-based interventions for students with dyslexia. We selected articles without temporal delimitation, written in English. Electronic searches were performed from the following databases: PsycINFO, Web of Science, PubMed, Europe PMC, and Scopus. In total, 173 articles were found and only 9 studies met the inclusion criteria. The results indicated the importance of mindfulness-based interventions for developing executive functions; improving psychopathological symptoms, sleep disturbances, reflection, and rumination; providing greater positive affectivity and life satisfaction; and producing a reduction in social and conduct problems in students with dyslexia or learning disabilities, and even for those who also had attention deficit hyperactivity disorder. The results suggest that mindfulness mechanisms may have benefits for the psychological well-being and academic performance of these individuals.
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