Mindfulness to Support Diverse Learners: An Inclusive, Culturally Affirming Approach for BIPOC Individuals with Emotional, Behavioral, and Cognitive Adversities
Main Article Content
Keywords
mindfulness, regulation, diverse
Abstract
This paper highlights evidence-based mindfulness practices for diverse learners with emotional, behavioral, or cognitive adversities. It emphasizes inclusive, culturally affirming environments and introduces the 3 R’s—Rise, Rejuvenate, Reoccur—and the ABCs—Awareness, Breath, Compassion—as adaptable framework that promotes regulation, healing, empowerment, to support equitable outcomes for success among marginalized students.
References
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Bhambhani, Y., & Gallo, L. (2022). Developing and adapting a mindfulness-based group intervention for racially and economically marginalized patients in the bronx. Cognitive and Behavioral Practice, 29(4), 771–786. https://doi.org/10.1016/j.cbpra.2021.04.010
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Cardinal, H. (2020). Benefits of mindfulness training in schools. BU Journal of Graduate Studies in Education, 12(1), 14–16. https://files.eric.ed.gov/fulltext/EJ1262919.pdf
Cartledge, G., & Robinson-Ervin, P. (2016). Issues and interventions for African American students with and at-risk for emotional and behavioral disorders: An introduction to the special Issue. Behavioral Disorders, 41(4), 175–177. https://doi.org/10.17988/bedi-41-04-175-177.1
Cavendish, W., Connor, D., Gonzalez, T., Jean-Pierre, P., & Card, K. (2018). Troubling “The problem” of racial overrepresentation in special education: A commentary and call to rethink research. Educational Review, 72(5), 567–582. https://doi.org/10.1080/00131911.2018.1550055
Ceballos, P. L., Lemberger-Truelove, M. E., Molina, C. E., Laird, A., & Carbonneau, K. J. (2021). Culturally diverse middle school students’ perceptions of a social and emotional learning and mindfulness school counseling intervention. Journal of Child and Adolescent Counseling, 7(2), 72–86. https://doi.org/10.1080/23727810.2021.1948809
Chavis, S. (2024). Mindful 3R’s: A Mindfulness Curriculum: Supporting Diverse Learners with Emotional and Intellectual Adversities. [Unpublished manuscript].Boston, MA: Simmons University.
Clark, D., Schumann, F., & Mostofsky, S. H. (2015). Mindful movement and skilled attention. Frontiers in Human Neuroscience, 9. https://doi.org/10.3389/fnhum.2015.00297
Collins, T. A., La Salle, T. P., Rocha Neves, J., Foster, J. A., & Scott, M. N. (2022). No safe space: School climate experiences of black boys with and without emotional and behavioral disorders. School Psychology Review, 1–14. https://doi.org/10.1080/2372966X.2021.2021783
Cooc, N. (2017). Examining racial disparities in teacher perceptions of student disabilities. Teachers College Record, 119(7), 1–32. https://doi.org/10.1177/0161468117119007
Daftary, A. (2020). Critical race theory: An effective framework for social work research. Journal of Ethnic & Cultural Diversity in Social Work, 29(6), 439–454. https://doi.org/10.1080/15313204.2018.1534223
Darling-Hammond, L., & DePaoli, J. (2020). Why school climate matters and what can be done to improve it. State Education Standard, 20(2), 7. https://eric.ed.gov/?id=EJ1257654
de Bruin, E. I., Blom, R., Smit, F. M., van Steensel, F. J., & Bögels, S. M. (2015). MYmind: Mindfulness training for youngsters with Autism Spectrum disorders and their parents. Autism, 19(8), 906–914. https://doi.org/10.1177/1362361314553279
Duane, A., Casimir, A. E., Mims, L. C., Kaler-Jones, C., & Simmons, D. (2021). Beyond deep breathing: A new vision for equitable, culturally responsive, and trauma-informed mindfulness practice. Middle School Journal, 52(3), 4–14. https://doi.org/10.1080/00940771.2021.1893593
Dueren, A. L., Vafeiadou, A., Edgar, C., & Banissy, M. J. (2021). The influence of duration, arm crossing style, gender, and emotional closeness on hugging behaviour. Acta Psychologica, 221, 103441. https://doi.org/10.1016/j.actpsy.2021.103441
Dyer, J & Gushwa, M. (2023) DEIPAR. Department of Social Work, Simmons University, Boston Massachusetts.
Fish, R. E. (2019). Standing out and sorting in: exploring the role of racial composition in racial disparities in special education. American Educational Research Journal, 56(6), 2573–2608. https://doi.org/10.3102/0002831219847966
Fuchs, C., Lee, J. K., Roemer, L., & Orsillo, S. M. (2013). Using mindfulness and acceptance-based treatments with clients from nondominant cultural and/or marginalized backgrounds: clinical considerations, meta-analysis findings, and introduction to the special series: clinical considerations in using acceptance and mindfulness-based treatments with diverse populations. Cognitive and Behavioral Practice, 20(1), 1–12. https://doi.org/10.1016/j.cbpra.2011.12.004
Gabriely, R., Tarrasch, R., Velicki, M., & Ovadia-Blechman, Z. (2020). The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder. Research in Developmental Disabilities, 100, 103630. https://doi.org/10.1016/j.ridd.2020.103630
Gage, N. A., Kramer, D. A., & Ellis, K. (2021). High school students with emotional and behavioral disorders perceptions of school climate. Journal of Disability Policy Studies, 32(2), 83–94. https://doi.org/10.1177/1044207320934800
Gandía-Abellán, H., Nieto, C., & García-Rubio, C. (2023). Mindfulness for adults with Autism Spectrum disorder and intellectual disability: A pilot study. Journal of Intellectual Disabilities, 27(4), 927–943. https://doi.org/10.1177/17446295221107283
Garran, A. M., & Rasmussen, B. M. (2014). Safety in the classroom: Reconsidered. Journal of Teaching in Social Work, 34(4), 401–412. https://doi.org/10.1080/08841233.2014.937517
Harmony, C., & Woodard, C. R. (2020). Mindfulness Training for staff in a school for children with autism and other developmental disabilities: Effects on staff mindfulness and student behavior. Advances in Neurodevelopmental Disorders, 4(2), 113–121. https://doi.org/10.1007/s41252-020-00148-9
Hatfield, M. K., Ashcroft, E., Maguire, S., Kershaw, L., & Ciccarelli, M. (2023). “Stop and just breathe for a minute”: Perspectives of children on the Autism Spectrum and their caregivers on a Mindfulness Group. Journal of Autism & Developmental Disorders, 53(9), 3394–3405. CINAHL Complete. https://doi.org/10.1007/s10803-022-05542-x
Haydicky, J., Wiener, J., Badali, P., Milligan, K., & Ducharme, J. (2012). Evaluation of a mindfulness-based intervention for adolescents with learning disabilities and co-occurring ADHD and Anxiety. Mindfulness, 3. https://doi.org/10.1007/s12671-012-0089-2
Heidelburg, K., Phelps, C., & Collins, T. A. (2022). Reconceptualizing school safety for Black students. School Psychology International, 43(6), 591–612. https://doi.org/10.1177/01430343221074708
Hill, C. L. M., & Updegraff, J. A. (2012). Mindfulness and its relationship to emotional regulation. Emotion, 12(1), 81–90. https://doi.org/10.1037/a0026355
Hines, E. M., Ford, D. Y., Fletcher, E. C., & Moore, J. L. (2022). All eyez on me: Disproportionality, disciplined, and disregarded while Black. Theory Into Practice, 61(3), 288–299. https://doi.org/10.1080/00405841.2022.2096376
Holmes, K., & Sealock, K. (2019). Storytelling as a portal to deeper wisdom in the curriculum studies of education and nursing. Qualitative Research Journal, 19(2), 93–103. https://doi.org/10.1108/QRJ-D-18-00023
Hwang, Y.-S., & Kearney, P. (2013). A systematic review of mindfulness intervention for individuals with developmental disabilities: Long-term practice and long-lasting effects. Research in Developmental Disabilities, 34(1), 314–326. https://doi.org/10.1016/j.ridd.2012.08.008
Iacono, G., Craig, S. L., Crowder, R., Brennan, D. J., & Loveland, E. K. (2022). A qualitative study of the LGBTQ+ youth affirmative mindfulness program for sexual and gender minority youth. Mindfulness, 13(1), 222–237. https://doi.org/10.1007/s12671-021-01787-2
Ion, S. (2023). Mindfulness to calibrate behavior and emotions in children, adolescents and adults with Autism Spectrum Disorders (ASD). Social Work Review / Revista de Asistenta Sociala, 3, 211–219.
James-Palmer, A., Anderson, E. Z., Zucker, L., Kofman, Y., & Daneault, J.-F. (2020). Yoga as an Intervention for the Reduction of Symptoms of Anxiety and Depression in Children and Adolescents: A Systematic Review. Frontiers in Pediatrics, 8, 78. https://doi.org/10.3389/fped.2020.00078
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Dec 7, 2025
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2025 Pac Rim Conference Proceedings
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Author Biography
Sharnet Chavis, Chavis On The Go
Dr. Sharnet R. Chavis, DSW, LCSW-C, LICSW, MS. RYT-200, is a licensed clinical social worker, private practitioner, certified wellness practitioner, mindfulness-based cognitive therapy certificate holder, and certified mindful-informed practitioner, with over 34 years of experience in a special education school setting. She is Co-CEO of Chavis On The Go and creator of the 3 R’s model—Rise, Rejuvenate, Reoccur— and creator of the ABC’s of Mindfulness to support self-awareness, self-compassion, and cultivating a connected community. Her work centers on culturally affirming, inclusive practices that support emotional regulation and for individuals with diverse learning needs.