Mindfulness-Based Practices for Learners with Intellectual Disabilities: A Holistic Educational Perspective - A Narrative Review

Mindfulness is commonly described as the intentional regulation of attention toward present-moment experiences with an attitude of openness and acceptance. This narrative review considers the potential relevance of mindfulness-based interventions and mindfulness-informed educational practices for learners with intellectual disabilities (ID). Literature was identified through Google Scholar, as reported for the review, with attention to publications from 2020 to 2026; foundational theoretical and earlier review papers were retained where necessary. The available evidence includes small studies involving adults with ID, research on staff interventions, and studies involving caregivers. Findings are promising in selected areas such as well-being, quality of life, and staff–participant interactions, but the evidence is preliminary and heterogeneous. Much of it does not directly concern school-aged learners with ID, and therefore cannot be generalized to this population without caution. The paper synthesizes the evidence by outcome area and discusses adaptations involving short sessions, concrete language, visual supports, communication systems, sensory choice, and movement-based options. It proposes an assess– adapt–implement–monitor–adjust framework and illustrates how optional mindfulness-related objectives may be written into Individualized Education Programmes (IEPs) without displacing academic, communication, or functional goals. Ethical safeguards, teacher competence, family partnership, cultural responsiveness, and research priorities are also discussed. Mindfulness is presented as a complementary, voluntary educational support, not as a treatment for ID or a replacement for evidence-based educational, behavioural, psychological, or medical services.