Impact of mindfulness-based strategy training on working memory in twice-exceptional students in Saudi Arabia

Introduction. One of the most challenging tasks for a teacher is addressing the needs of students with twice-exceptionality, whose conflicting characteristics complicate the learning process. Implementing new strategies to foster a positive emotional environment and mitigate negative experiences for this group of students represents a promising approach that can enhance existing methods of positive psychology. Aim. This research aims to investigate the impact of mindfulness-based cognitive interventions on the efficiency of working memory in twice-exceptional Saudi middle school students. Methodology and research methods. The study involved the development of mindfulness strategies among the participants, followed by in-depth interviews to evaluate their perceptions of the results obtained. Measurements were conducted at three stages: prior to the intervention, midway through, and after its completion. To assess changes in verbal working memory, the Digit Span test was utilised, while the Corsi Block-Tapping Test was employed to evaluate visuospatial working memory. Results. Statistically significant differences (p < 0.05) were observed between the experimental and control groups at all stages of testing, indicating the effectiveness of the employed methods. This finding was further corroborated by the results of a qualitative analysis conducted using NVivo software. Scientific novelty. For the first time, this study investigates the impact of mindfulness strategies on the cognitive functions and emotional well-being of a lesser-studied group of students, who often remain outside the scope of traditional pedagogical research. Practical significance. The results can be utilised to develop specialised programmes for gifted students with twice-exceptionalities. Recommendations are provided for training teachers in methods that adopt a deliberate approach to instructing this group of students.

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