Despite an absence of reliable evidence, complementary and alternative treatments are rapidly increasing in popularity in the treatment of Attention-deficit hyperactivity disorder (ADHD). They include dietary modification, the use of nutritional supplementation (such as essential fatty acids, zinc, magnesium, amino acids, megavitamins) and herbs (such as ginseng and ginkgo). Also important are environmental therapies (which involve eliminating pollutants such as lead, and manganese from the environment), biofeedback, relaxation training, and meditation. Arnold’s review (2001) of alternative approaches to the management of ADHD noted that meditation was one of a number of promising strategies and warranted further systematic assessment. However, so far there have been only two unpublished dissertations suggesting that in children with ADHD, meditation may mitigate tendencies to impulsiveness both at home and in the classroom.
The EEG studies of Aftanas & Golocheikine (2001, 2002) suggest that meditation might influence those parts of the brain that govern attention. Furthermore, anecdotal feedback from teachers and meditation practitioners has indicated that meditation could help to focus attention, enhance concentration and memory and improve children’s performance at school. Given the background of neurological, physiological, and psychological research as well as practical experience, it seemed reasonable to evaluate the potential of meditation as a useful alternative treatment for children with ADHD.