Mindfulness-based interventions for students with dyslexia:

a systematic review

Authors

DOI:

https://doi.org/10.15448/1980-8623.2023.2.40879

Keywords:

dyslexia, students, mental health, special education

Abstract

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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Author Biographies

Mara Dantas Pereira, Federal University of Sergipe (UFS), São Cristóvão, SE, Brazil.

Master in Psychology from the Federal University of Sergipe (UFS), in São Cristóvão, SE, Brazil. PhD candidate at the Federal University of Bahia (UFBA), in Salvador, BA, Brazil.

Joilson Pereira da Silva, Federal University of Sergipe (UFS), São Cristóvão, SE, Brazil

PhD in Psychology from the Complutense University of Madrid (UCM), in Madrid, Spain; with a postdoctoral degree from the Autonomous University of Barcelona (UAB), in Barcelona, Spain. Professor of the Postgraduate Program in Psychology at the Federal University of Sergipe (PPGPSI/UFS), in São Cristóvão, SE, Brazil.

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Published

2023-12-22

How to Cite

Dantas Pereira, M., & Pereira da Silva, J. (2023). Mindfulness-based interventions for students with dyslexia:: a systematic review. Psico, 54(2), e40879. https://doi.org/10.15448/1980-8623.2023.2.40879

Issue

v. 54 n.2 (2023): Special Issue - Developmental and Educational Psychology

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Articles

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