Mindfulness and relaxation practices for children with specific learning disorder: a pilot study

Context In France, nearly one quarter of school-aged children experience learning difficulties, which are frequently associated with depressive and/or anxious symptoms. Objectives This study adopts a transdiagnostic and process-oriented perspective to examine the treatment of children with specific learning disorders and associated comorbidities through a mindfulness- and relaxation-based intervention. We developed a program tailored to this population and investigated its effects on transdiagnostic processes underlying cognitive impairments and emotional difficulties. Method This pilot uncontrolled, multi‑cohort study with repeated measures, conducted over four years in a clinic specializing in specific learning disorders in France, assessing one experimental-group per year. All participants (N = 26; M age = 9, ET = 1.01) were patients at the clinic and were diagnosed with anxiety and/or depressive symptoms. To assess the preliminary effectiveness of the program, we used several cognitive, neuropsychological and psychological assessment measures at pre (T0) and post-intervention (T1) and at a follow-up 6 to 9 months after participation (T2). Results The intervention proved to be feasible, with successful recruitment, a low dropout rate (6.7%), and high attendance at sessions. Preliminary efficacy (repeated-measures analysis of variance (ANOVA)) was reflected in a significant reduction in psychopathological symptoms (negative mood, interpersonal problems, attention difficulties) and improvements in emotional regulation, affect recognition, emotional awareness, and certain executive functions (Table 1) between T0 and T1, with these gains maintained at T2. Transdiagnostic analyses revealed strong correlations between experiential avoidance and depression/anxiety (r > 0.70), as well as a complex pattern of emotional awareness linked to both symptom expression and cognitive organization. Discussion and Conclusion This project represents a first step in implementing the protocol within a clinical service for children with learning and attention disorders (CRTLA), with the aim of demonstrating its feasibility and supporting its deployment and further evaluation in larger‑scale studies. The mindfulness and relaxation program appears to reduce depressive and anxiety symptomatology and to be a promising intervention for children with learning disabilities and associated emotional disorders, although these results should be interpreted cautiously in the absence of a control group. Key practitioner message What is already known on the topic? ● Learning disorders are predominant in children in the general population and even more significant in children with ADHD, specific learning disorder or neuro-developmental disorders. ● Mindfulness Based Interventions (MBI) and relaxation proved to have potential effects for children suffering from ADHD and other disorders, on both cognitive and emotional processes (specifically depression and anxiety). However, current treatments are limited and are usually not adapted to the cognitive difficulties faced by children (e.g., understanding oral language, knowledge of body schema). What this paper adds? The proposed program, which takes into account the language and cognitive difficulties presented by children with learning disabilities, was associated with a significant reduction in psychopathological symptoms (anxiety and depression) in children with ADHD who participated in the relaxation and mindfulness-based sessions. In addition, we observed fewer attentional difficulties after the intervention, which are predominant in ADHD and frequently present in children with learning disorders. Our results indicate that children with more functional emotion regulation skills tend to present lower levels of psychopathological symptoms. Although these findings should be interpreted with caution given the absence of a control group, they suggest that the use of this program by health and education professionals may support improvements in emotional, cognitive, and relational functioning in children with learning disabilities, both at school and at home.