Neurodiversity Informed Mindfulness

Neurodiversity Informed Mindfulness Teacher Training

Mindful Inclusion: Supporting Neurodivergent Participants in Mindfulness Teaching

Course Introduction

As mindfulness grows in reach and relevance, so must our commitment as mindfulness teachers to accessibility and inclusivity according to the diverse ways people experience the world. It is estimated for instance,  that 15-20% of the population is neurodivergent (Doyle, 2020), and so mindfulness teachers are likely to work with participants who are neurodivergent. Neurodivergent is a term used to describe people whose brains work differently from what is considered “typical” or “neurotypical.” It refers to natural variations in how people think, learn, process information, feel emotions, and interact with the world.

Becoming a neurodiversity informed mindfulness teacher

This training day is an invitation to 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 set of techniques to apply to “different” people. 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 recognises that there is no single, correct way for a brain or nervous system to function. Autism, ADHD, dyslexia, dyspraxia, Tourette syndrome, sensory processing differences, and many other neurodivergent experiences are not flaws to be fixed, but natural variations in how humans think, feel, sense, and relate to the world.

A neurodiversity-informed approach to mindfulness starts from this place of respect. It understands that difference is not a barrier to mindfulness, but something mindfulness must be flexible enough to include.
Many traditional mindfulness practices have been shaped around neurotypical norms: stillness, silence, internal focus, and sustained attention on the breath. For some people, these practices are supportive. For others, they can be uncomfortable, inaccessible, or even unsafe. Neurodivergent people are also more likely to have experienced trauma, marginalisation, misunderstanding, or pressure to mask who they are, which means that inward-focused practices can sometimes overwhelm rather than soothe. This course acknowledges that reality openly and compassionately.

During the training we’ll explore how different forms of neurodivergence—including autism, ADHD, dyslexia, dyspraxia, and sensory processing differences—can shape how participants engage with mindfulness. Through questions, discussion and reflective practices and exercises, along with opportunities to practice what you are learning with fellow students, you’ll learn how to adapt your teaching to be more responsive and inclusive. 

This course is rooted in compassion, flexibility, and respect for individual differences—offering you both practical tools and a mindset shift toward inclusive and adaptive practice.

Madeleine Agnew and Sue Hutton

Madeleine Agnew and Sue Hutton are passionate neurodiversity-informed mindfulness teachers who bring a wealth of both lived and professional experience to their work. Together they are committed to developing and advocating for mindfulness practices and teaching approaches that are inclusive, accessible, and responsive to neurodivergent ways of experiencing the world.

Madeleine has been training teachers for over eight years and has developed a range of programmes exploring trauma-informed mindfulness, working with childrens and teens, and compassion-focused wellbeing. Her work supports mindfulness teachers to deepen their understanding of how mindfulness and compassion practices can be offered safely and skilfully in complex and sensitive contexts.

Sue teaches mindfulness in Toronto, Canada, with a strong focus on compassionate inclusion. For over ten years she has worked with a research team at Toronto’s renowned CAMH Azrieli Adult Neurodevelopment Centre as the lead mindfulness teacher, adapting mindfulness practices with and for autistic adults, adults with learning disabilities, and their caregivers.

Drawing on their complementary experience, Madeleine and Sue have been working together to develop a neurodiversity-informed mindfulness training course for mindfulness teachers. The training is designed to support teachers across a wide range of specialisms and professional settings, offering practical insights, adaptations, and teaching approaches that make mindfulness more accessible and supportive for neurodivergent participants.