Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

Summer 2015

Document Type


Degree Name

Educational Specialist (EdS)


Department of Graduate Psychology


Tammy D. Gilligan


The prevalence of ADHD has drastically increased over the last decade, and children with this disorder often receive attention from their teachers for their disruptive behaviors (Visser, Danielson, Bitsko, Holbrook, Kogan, Ghandour,... & Blumberg, 2014). Students with ADHD often struggle with controlling their impulses that lead to these disruptions in the classroom. If not addressed, the classroom learning environment is likely to be negatively impacted (Lambert, Cartledge, Heward, & Lo, 2006). Introducing students with ADHD to the practice of mindfulness may help to create a space, or a delay in responding, between thoughts and actions which may, in turn, reduce the amount of disruptive behaviors teachers must manage in the classroom. The following literature will describe mindfulness and its implementation in the K-12 setting; and then, describe ADHD symptoms and how mindfulness is used to address these symptoms.