The use of mindfulness based interventions for school-aged children with ADHD in the United States - a literature review.

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed chronic childhood disorders in the United States (U.S.). Children with ADHD struggle to function across multiple settings and undermanaged symptoms can impact academic performance, home life, and social conduct. Mindfulness-Based Interventions (MBIs) have been increasingly proposed as a non-pharmacological treatment for ADHD among children globally. However, the application and adaptation of MBIs for the management of ADHD in children in the U.S. is in the early stages of development and study. The purpose of this literature review was to examine the description, presentation, and implementation of MBIs employed in the U.S. to manage ADHD symptoms in school-aged children. A total of six studies were identified and included. Several studies included in this review suggest that there is preliminary support for the use of MBIs to reduce hyperactive and inattentive symptoms among children with ADHD in the U.S. However, limitations such as small, unrepresentative samples sizes and a lack of inclusion control groups in several reviewed studies indicate that while MBIs may be effective as adjunctive treatment for ADHD, they are not yet a generalizable, evidence-based treatment method for children with ADHD. Larger scale, longitudinal studies, particularly among diverse populations and in rural locations, could serve to bolster the evidence base for MBIs among children with ADHD in the U.S.