The use of mindfulness breath meditation with University of KwaZulu Natal students as a tool in reducing Attention Deficit and Hyperactivity Disorder (ADHD) symptoms and enhancing positive emotions.

Abstract

This study explored the management of Attention Deficit and Hyperactivity Disorder (ADHD) symptoms experienced by ADHD students at University of KwaZulu-Natal and examined the use of Mindfulness Breath Meditation as a management coping mechanism/strategy for addressing ADHD symptoms. The study employed a qualitative research design in order to gain insights into students experiences of ADHD, with specific reference to: (a) the ways in which participants experienced their ADHD symptoms, (b) the ways in which participants coped with symptoms of ADHD (c) issues of access and accommodation regarding ADHD, and (d) participants experiences of a mindfulness breath meditation intervention. A case study approach was adopted with five students living with ADHD who were receiving support with the Disability Unit on campus. Data were collected through: interviews with students and with service providers from the Disability Unit, documentation analysis of personal files of participants and of documented policies relating to access and accommodation for students with ADHD. In addition, a mindfulness breath meditation intervention strategy was implemented over a three month period. Study findings suggest that ADHD does impact on the functioning of ADHD student, and that ADHD students develop coping mechanisms and access services on campus. However, ADHD students experience many challenges, with a more integrated approach to management and accommodation being needed to address these challenges. Insights were also gained regarding the way in which participants experienced the Mindfulness Breath Meditation intervention, with recommendations being made regarding how future interventions may more effectively be implemented as an intervention.