Photo credit: www.mindful.org
Summary:
Researchers exploring the intersection of mindfulness and autism have uncovered that mindfulness practices may yield unexpected and even negative effects for those in neurodiverse communities, as opposed to neurotypical individuals.
While there is a gradual movement towards more inclusive mindfulness teachings, individuals with autism and other neurodiverse conditions frequently find themselves overlooked.
By learning to teach mindfulness in a way that is both accessible and inclusive, it is possible to cater to the distinct neurological wiring of each individual.
“When I’m told to focus on sensations of my breath, I feel like there is a noose wrapped around my neck, getting tighter and tighter as I keep paying attention.”
This poignant reflection comes from a talented young woman on the autism spectrum, who was advised by her physician to practice mindfulness to alleviate her anxiety. Instead, she found that these practices exacerbated her worries and left her feeling disheartened. Such experiences underline that mindfulness can feel overwhelmingly negative rather than beneficial.
It’s essential to recognize that when mindfulness does not resonate with individuals, it is not a personal failing. Rather, it reflects a lack of accessible and inclusive teaching methods that consider unique individual needs.
My involvement with a mindfulness research initiative at the Azrieli Adult Neurodevelopmental Centre at CAMH in Toronto has revealed that many neurodivergent individuals view themselves as “drop-outs” from mindfulness practices. For them, sensory experiences can lead to varied — often adverse — reactions to standard techniques like body scans or breathwork. This has led some educators to avoid using the term mindfulness altogether, as certain students may feel they have failed at it due to previous negative experiences.
Accessibility and neurodiversity are topics frequently absent from discussions surrounding mindfulness, yet addressing these issues can profoundly benefit both neurodiverse communities and the mindfulness movement itself. As a mindfulness educator, I am committed to making these teachings viable for everyone.
What is Neurodiversity?
Jenna Nuremberg, in her 2020 book Divergent Mind: Thriving in a World That Wasn’t Designed for You, articulates neurodiversity as the appreciation of varied neurologicalmakeups rather than viewing some as abnormal. Similarly, the Autism Awareness Centre describes it as the belief that human neurological function does not fit into a single ‘normal’ model, emphasizing that all variants deserve recognition and respect. Truly, mindfulness encourages introspection—inviting individuals to observe their internal experiences without judgment or bias.
As we instruct in mindfulness, it’s crucial to embrace and celebrate all kinds of neurological processes. The anecdote shared, reflecting an autistic individual’s experience with mindfulness, illustrates the importance of being mindful of how different brains interact with mindfulness practices.
Autism is prevalent across all demographics, with approximately 1 in 42 males and 1 in 165 females diagnosed in 2018. However, autism is not the sole manifestation of neurodiversity often unnoticed within mindfulness contexts. Other conditions such as dyslexia, ADHD, mild cerebral palsy, and mild intellectual disabilities may be present but undiagnosed. Recognizing the diverse backgrounds of individuals entering mindfulness practices becomes vital for educators seeking inclusivity.
What Makes Mindfulness Inaccessible
The challenges for mindfulness teachers in adopting inclusive practices often stem from traditional methods devised primarily for neurotypical individuals.
Originating in the 1970s at the Centre for Mindfulness at the University of Massachusetts Medical School under Jon Kabat-Zinn’s guidance, Mindfulness-Based Stress Reduction (MBSR) was introduced largely without adaptations for neurodivergent communities. This legacy has profound implications today, as many trained mindfulness instructors may lack awareness or strategies for engaging neurodiverse students.
Encouragingly, the field of mindfulness research is beginning to shift, particularly with the integration of trauma-sensitive practices informed by the work of David Treleaven. However, there remains a significant gap in truly inclusive methodologies that cater to diverse learning needs.
One emerging concept is interoception, which pertains to an individual’s ability to perceive internal bodily sensations—like hunger or emotional responses. Mindfulness has the potential to enhance interoceptive skills, as practitioners learn to notice their breath’s movements. Notably, each individual may experience these physical sensations differently based on their unique neurological wiring.
For instance, some individuals may struggle to visualize during mindfulness exercises; aphantasia, the inability to construct mental images, affects approximately 2% of the population. Such differences underscore the necessity for tailored techniques in mindfulness education.
In recent years, the Azrieli Adult Neurodevelopmental Centre has been conducting research on how mindfulness can better support the autism community. As a lead facilitator, I actively work on modifying MBSR practices to enhance accessibility while integrating feedback from autistic individuals into our methods. This collaborative approach is vital for ensuring that the teaching resonates with those it is intended to serve.
Dr. Yona Lunsky, who directs the Azrieli Centre and holds a professorship in psychiatry at the University of Toronto, emphasizes the importance of partnership in adapting mindfulness approaches. “To cultivate meaningful adaptations, we must approach our teaching with presence, curiosity, and nonjudgment,” Dr. Lunsky asserts. “Being willing to evolve our methods is key to the process.”
Commonly, mindfulness instructors utilize metaphors and abstract language that may not resonate with autistic individuals. Certain sensory exercises can also present significant challenges, demonstrating the need for mindfulness practices that reflect a richer understanding of neurodiversity.
Bridging mindfulness and neurodiverse communities fuels my desire to innovate within my teaching. I aim to convey traditional mindfulness teachings in diverse yet effective manners that cater to a wide range of neurological processes. Flexibility and creativity are essential; I must be able to adapt based on who I’m teaching rather than rigidly adhering to a set protocol.
Daniel Share-Strom, an autistic mindfulness advocate and advisor in our research program at CAMH, has highlighted the need for adaptation. In his engaging TED Talk, “Dear Society…Signed, Autism”, Daniel shares his experiences with humor and insight, emphasizing essential elements for mindfulness to be effective for autistic individuals:
“In my own mental health journey, I discovered mindfulness, and it was one of the first things that ever really helped me with anxiety. It’s crucial to modify the way mindfulness is presented to neurodiverse groups. Many aspects that work for neurotypical individuals simply do not align with the autistic experience. High levels of mental health issues among autistic individuals illustrate the necessity for mindfulness methods that are pleasant and relatable, not based on typical experiences that don’t resonate with us.”
Feedback from Daniel and others emphasizes the urgency of rethinking mindfulness education to honor neurodiversity and personalize the practice for each individual.
Lessons for Teaching Mindfulness Inclusively
When confronted with inquiries about how mindfulness can support autistic adults, I suggest flipping the question to “How can autism enrich mindfulness?” Through extensive interaction with neurodiverse individuals, I have learned how to cultivate more inclusive and effective approaches to mindfulness. Their feedback has prompted me to reconsider and adapt my teaching methods, enabling deeper connections with the people I serve.
This process pushes us to recognize and embrace the variety of perspectives and experiences present within our mindfulness practice. When we customize our approaches, we empower each individual on their mindfulness journey.
Mindfulness has immense potential to benefit the broader society, while neurodiversity offers transformative insights into these practices. Together, we can cultivate a more inclusive mindfulness culture that enhances the richness of our collective experience, ensuring accessibility and support for all.
Source
www.mindful.org