Meditation and Neurodiversity
There are lots of myths surrounding meditation and that it has to be done in a particular way: sitting still, cross-legged on a cushion, in peaceful surroundings to name but a few. And of course these ways may be good for you.
There are also alternative practices to sitting still but many of these are still offered in a rather prescribed and traditional route. And that’s where meditation in its mainstream form can sometimes feel exclusionary and even frustrating to neurodivergent people.
Meditation is often promoted as a path to inner calm but it is not often discussed through the lens of neurodiversity.
Neurodiversity is a term that recognises and respects neurological differences as any other human variation. These include conditions like autism, ADHD, dyslexia, dyspraxia, Tourette’s syndrome and more.
Wellness advice often assumes a ‘typical’ way of thinking, focusing, and sensing. Sitting still, closing your eyes and focusing on your breath may feel uncomfortable, overstimulating or even inaccessible for some neurodivergent people. Sensory sensitivities can make certain environments or bodily sensations overwhelming. Guided visualisations or repetitive mantras may cause cognitive overload or distress.
But the beauty of meditation is that it is incredibly adaptable. It isn’t a one size fits all. It can be accessible. And its benefits are far reaching. But meditation teachers or styles of meditation don’t always take divergent needs into consideration.
Yesterday evening, I attended Catherine Bank’s brilliant CPD for our British School of Meditation graduates on this very topic: Meditation and Neurodiversity. We looked in depth at the benefits of meditation for forms of neurodiversity including how meditation affects the brain in different ways, emotional regulation, greater resilience to overstimulation and stress, and enhanced self-awareness.
We also explored different types of meditation and how to incorporate neurodiversity informed techniques into our meditation teaching. It really was ‘food for thought’ as one graduate commented afterwards.
For example, instead of an exclusive focus on breath, we may include the option to label the breath or feel the breath on our hands or hear the breath. Noise cancelling headphones, weighted blankets or favourite textures can provide options that turn meditation into a safe sensory experience.
There are also body based meditation options which are a great way to tune into ourselves – during a body scan we can use a ‘flashlight’ on different parts of the body or label the part ‘my leg’ etc. Or watch our hands open and close like a lotus. Swaying, tapping or havening can also be meditative practices which help keep us in touch with our bodies and feel safe. And it’s important that we also remember that it’s okay to pause in a practice, redirect our attention or just step out of the practice if it begins to feel uncomfortable.
There is no ‘right’ way to practise meditation. We don’t all meditate in the same way and nor do we need to. It’s all about finding what works for each of us. Finding a way that feels safe; a way in which we can honour ourselves. Meditation is about understanding more about ourselves. It’s a practice of self-awareness.
If you would like to learn more about meditation or becoming a qualified meditation teacher please get in touch.
www.teaching-meditation.co.uk
Catherine Thomlinson