Neurodiversity-Informed Mindfulness Teacher Training
Mindful Inclusion: Supporting Neurodivergent Participants
As mindfulness continues to grow in reach and relevance, so too must our commitment to accessibility and inclusion. As mindfulness teachers, we are increasingly working with people who experience the world in diverse ways—and our teaching needs to reflect that.
It’s estimated that around 15–20% of the population is neurodivergent (Doyle, 2020). This means that in almost every group we teach, there will likely be participants whose brains process, feel, and respond differently from what is considered “neurotypical.”
Neurodivergent is a term that describes natural variations in how people think, learn, process information, experience emotions, and interact with the world. It includes experiences such as autism, ADHD, dyslexia, dyspraxia, Tourette syndrome, and sensory processing differences.
Rethinking Mindfulness Teaching
This training is an invitation to gently rethink what mindfulness teaching can be, who it is for, and how it is offered.
Becoming a neurodiversity-informed mindfulness teacher isn’t about learning a new toolkit to apply to “different” people. Instead, it’s about widening our understanding of human experience—and allowing mindfulness to meet people where they actually are, rather than where we expect them to be.
Neurodiversity reminds us that there is no single “correct” way for a brain or nervous system to function. These differences are not deficits to be fixed, but natural and valuable variations in human experience.
From this perspective, mindfulness becomes something that must be flexible, adaptive, and inclusive.
Why Inclusion Matters in Mindfulness Practice
Many traditional mindfulness practices have developed around neurotypical norms—such as stillness, silence, sustained attention, and inward focus.
While these approaches can be supportive for some, they can feel:
- uncomfortable
- inaccessible
- or even overwhelming
for others.
Neurodivergent individuals are also more likely to have experienced:
- trauma
- marginalisation
- misunderstanding
- pressure to mask who they are
For some participants, turning attention inward can feel intense or unsafe rather than calming. This training acknowledges these realities with honesty and compassion.
What You’ll Explore in This Training
During this course, we explore how different forms of neurodivergence—such as autism, ADHD, dyslexia, dyspraxia, and sensory processing differences—can shape how people engage with mindfulness.
Through discussion, reflection, and experiential practice, you will:
deepen your understanding of neurodivergent experiences
explore inclusive and flexible teaching approaches
learn practical adaptations to support accessibility
practice applying these approaches with fellow participants
This is not just about techniques—it’s about a shift in mindset, rooted in curiosity, compassion, and respect.
A Compassionate and Flexible Approach
At its heart, this training is grounded in:
- compassion
- flexibility
- respect for individual differences
It offers both practical tools and a broader perspective, supporting you to create mindfulness spaces where more people feel safe, seen, and included.
Meet the Trainers
Madeleine Agnew and Sue Hutton bring a powerful combination of lived and professional experience to this work. Both are deeply committed to making mindfulness more inclusive and responsive to neurodivergent ways of being.
Madeleine has over eight years of experience training mindfulness teachers. She has developed programmes in trauma-informed mindfulness, work with children and teens, and compassion-focused wellbeing. Her work supports teachers to offer mindfulness safely and skilfully in complex and sensitive contexts.
Sue teaches mindfulness in Toronto, Canada, with a strong focus on compassionate inclusion. For over a decade, she has worked with a research team at the CAMH Azrieli Adult Neurodevelopment Centre, adapting mindfulness practices for autistic adults, adults with learning disabilities, and their caregivers.
Together, Madeleine and Sue have developed this training to support mindfulness teachers across a wide range of settings—offering practical insights, meaningful adaptations, and inclusive approaches that help mindfulness truly meet the needs of all participants.
Moving Toward Truly Inclusive Mindfulness
Mindfulness has the potential to be a deeply supportive practice—but only if it is accessible.
This training is part of a wider movement toward mindful inclusion—where difference is not something to work around, but something we actively welcome and learn from.
Because mindfulness isn’t about fitting people into a practice.
It’s about shaping the practice so it can meet people—just as they are.
“Developing as a neurodiversity-informed mindfulness teacher is an ongoing journey. These resources offer a starting point—supporting us to listen more deeply, adapt more thoughtfully, and create spaces where everyone can access mindfulness in ways that feel safe and meaningful.”
Further Resources (UK)
We encourage ongoing learning and signpost the following trusted organisations and professional bodies:
Mindfulness teaching standards & professional bodies
Mindfulness Teachers Association (MTA) – the UK’s largest professional body and register of accredited mindfulness teachers
https://mindfulnessteachers.org.ukBritish Association of Mindfulness-Based Approaches (BAMBA) – good practice guidance and standards for mindfulness-based teaching in the UK
https://bamba.org.uk