Module 4

Module 4

Developing remind workshops for older adults


As our population ages, the importance of providing tailored educational experiences for older adults becomes increasingly evident. Workshops that are (also) designed with this target group in mind must consider their specific needs, preferences and abilities to ensure meaningful engagement and learning outcomes. In this section, we will explore the principles of workshop design that are particularly relevant when working with older adult learners. We want to enable you to explore how to design workshops that honour older adults’ unique strengths and needs, fostering a sense of connection, empowerment, and lifelong learning.

Before you start the module you might want to take a look at the Facilitators Guide of the Workshop “Respect and Inclusion Workshop” by the city of Edmonton (Canada), with the goal to make Edmonton an age friendly community

Learning objectives

As stated in the video, our learning objectives in this module are:

  • Understand the Unique Characteristics of Older Adults: Educators will gain knowledge about the specific needs, preferences, and characteristics of older adults in workshop settings, focusing on how these factors influence learning and engagement.


  • Apply Inclusive Design Principles: Participants will learn to apply principles of accessibility, communication, engagement, and flexibility in the design and implementation of workshops for older adults, ensuring that all participants can benefit fully from the learning experience.


  • Identify Challenges: Educators will be trained to identify the physical, psychological, social, and environmental challenges that individuals with activity limitations may face, enhancing their capacity to adapt workshop content and delivery accordingly.


  • Develop Tailored Strategies: The module will equip educators with the skills to develop strategies and interventions tailored to the specific needs of older adults, aiming to overcome challenges and promote well-being in daily life.


  • Create Supportive Environments: Participants will learn how to create inclusive and supportive workshop environments by establishing clear expectations, fostering rapport, encouraging participation, and providing resources and support.


  • Foster Collaboration and Learning: Educators will be taught to promote collaboration, networking, and ongoing learning within workshop communities to enhance participant experience and well-being.
Learning outcomes

As stated in the video, our learning outcomes in this module are

  • Characterise Older Adults’ Learning Needs: Participants will be able to accurately characterise the unique learning needs and preferences of older adults in workshop settings, demonstrating an understanding of how to engage this demographic effectively.


  • Design Accessible Workshops: Upon completion, educators will be capable of designing and implementing workshops that are accessible, engaging, and flexible, tailored specifically to the needs of older adults.


  • Assess Challenges: Participants will be able to assess and identify the various physical, psychological, social, and environmental challenges older adults face, particularly those with activity limitations, and understand their impact on learning and engagement.


  • Implement Strategies for Well-being: Educators will demonstrate the ability to implement tailored strategies and interventions designed to address identified challenges and promote the well-being of older adults in workshop settings.


  • Establish Inclusive Environments: Participants will be able to establish and maintain inclusive and supportive workshop environments characterised by clear expectations, strong rapport, active participation, and ample support resources.


  • Promote Community Engagement: Upon completion, educators will have the skills to effectively promote collaboration, networking, and ongoing learning within workshop communities, contributing to enhanced participant experiences and well-being.
Material and notes

For the exercise, you need a writing block and a pen. Nothing else is required for the rest of this lesson.


Workshop design for older adults

Older adults bring many life experiences, wisdom, and curiosity to the learning environment. However, they may also face challenges related to physical health, sensory changes, and technological literacy. Educators are responsible for creating inclusive and supportive workshop experiences that empower older adults to continue their learning journey and maintain active engagement in their communities.

This section will delve into key principles such as accessibility, communication, engagement, and flexibility. By understanding and applying these principles, REMIND workshop facilitators can create dynamic and enriching learning experiences that resonate with older adult participants. 


General principles of workshop design for older adults

When designing workshops specifically tailored for older adults, it’s essential to consider their unique characteristics, needs, and preferences. Here are some principles that you need to keep in mind:

Ensure accessibility: Ensure that the workshop venue is easily accessible and reachable. Examples are restroom accessibility and the venue being close to public transportation. The venue should be well-lit and comfortable for older adults. Also, factors such as seating arrangements should be considered. For example, switch out the pillows on the floor for comfortable, stable chairs.

Respect individual differences: Recognise and respect older adult participants’ diverse backgrounds, experiences, and abilities. Adapt your teaching approach to accommodate varying learning styles and preferences. Respect the autonomy of your learners and allow for self-directed exploration and decision-making. Later, we will explain ways to do this.

Foster clear communication: Be mindful of sensory changes, such as hearing or vision impairments, that may occur with age. Use clear and concise language, avoiding jargon or complex terminology. Speak at a moderate pace and volume, and provide opportunities for clarification or repetition if needed. These strategies will support people with memory impairment (e.g., due to dementia or Alzheimer’s) or hearing impairment. Use visual aids, large fonts, and audio amplification systems to enhance accessibility for older adults with sensory challenges.

Encourage active participation and engagement throughout the workshop: Incorporate interactive activities, discussions, and hands-on exercises to stimulate interest and involvement. Ensure the workshop content is relevant and practical for older adults’ everyday lives. Focus on meaningful and applicable topics, such as health, community, loneliness, or (the lack of) technology skills.

Be flexible, adaptable and open to feedback in your workshop design: Accommodate the diverse needs and preferences of older adult participants and be prepared to modify activities or pacing as necessary to ensure inclusivity and engagement. Solicit feedback from participants throughout the workshop and encourage reflection on their learning experiences. Use this feedback to improve your workshop design and delivery for future sessions. You are on this journey together!


Digression: How to advertise a workshop for older adults – Where & How

Advertising a mindfulness course to older adults requires thoughtful messaging and targeted outreach strategies to capture their interest and encourage participation. Here are some effective ways to promote such a course to older people:

Community Centers and Senior Organizations: Partner with local community centres, senior centres, and retirement communities to promote the course. Distribute flyers, posters, or brochures in common areas and engage staff members to spread the word among their members. Remember that you have to adapt the design of the material according to your target group. (more about this below)

Senior-Focused Publications: Advertise the course in newspapers, magazines, or newsletters that cater to older adults. Consider placing advertisements in publications geared explicitly towards health, wellness, or lifestyle topics.

Word of Mouth: Do not discount the potential of satisfied participants! Personal recommendations and testimonials can motivate older adults to join the course.

Online Platforms: Utilise online platforms and social media channels popular among older adults, such as Facebook, Twitter, or community forums. Create engaging posts or advertisements that highlight mindfulness’s benefits and the course’s relevance to their lives. But again, consider the target group’s needs when you design the posts.

Local Events and Workshops: Attend local events, health fairs, or workshops targeting older adults to promote the REMIND course. Set up a booth or table with informational materials and engage attendees in conversations about the benefits of mindfulness for ageing well.

Design Principles: When designing advertisements to promote a mindfulness course to older adults, it’s important to consider their preferences, interests, and communication styles. Here are some essential elements that you should keep in mind:

Use legible fonts and font sizes to ensure the text is easy to read, especially for older adults with vision impairments. Avoid decorative fonts or tiny font sizes that could be difficult to decipher. Keep the layout clean and uncluttered to avoid overwhelming people with too much information. Use plenty of white space to help focus attention on key elements such as the course title, date, and location. You should choose colours with high contrast for text and background to enhance readability, particularly for older adults with visual impairments or colour vision deficiencies. 


For example, use dark text on a light background or vice versa to ensure legibility. When it comes to images, you should choose those that are relevant and appealing to older adults. In terms of mindfulness, that might be serene nature scenes, tranquil settings, or people (including older people!) practising mindfulness activities. Avoid using overly complex or abstract images that may be difficult to interpret.

The messaging of your flyers, posters, posts, … should speak directly to older adults’ needs, interests, and aspirations. Use inclusive, respectful, and empathetic language, emphasising the benefits of mindfulness for enhancing well-being, reducing stress, and promoting a sense of calm and contentment.

Also, remember that multiple contact options, such as phone numbers, email addresses, or website URLs, should be provided for older adults to contact or inquire about the course. Ensure that contact information is easy to find and prominently displayed in the advertisement.


Tailoring REMIND workshops to cater to older adults

Creating a mindfulness workshop tailored for elderly individuals means we must apply the above principles to mindfulness practices: careful consideration of physical comfort, cognitive abilities, unique life experiences and realities. So, when you plan your workshops, keep the points below in mind.

  • Take a look at the worksheet: Adapting your mindfulness workshop for an elderly audience


We have already discussed the special conditions above: Choose a comfortable and accessible venue with appropriate seating arrangements, ensuring that older adults can participate without discomfort. Consider providing cushions or stable chairs with back support to accommodate mobility or flexibility challenges. When planning your sessions, you must also keep the physical abilities of elderly participants in mind. Here are some practices we suggest incorporating:

  • To promote relaxation, stress reduction, and present-moment awareness, you might want to incorporate mindful breathing exercises as a foundational practice in the workshop. They are a great start; nearly anyone can follow simple techniques such as deep belly breathing or counting breaths.
  • Integrate gentle movement practices such as chair yoga, tai chi, or simple stretching exercises into the workshop. These activities help improve flexibility, balance, and overall well-being while.
  • Offer guided meditation sessions tailored to the needs and preferences of elderly participants. Choose meditation scripts focusing on relaxation, gratitude, self-compassion, or body awareness. Provide gentle guidance throughout the practice.
  • Engage the senses through mindfulness practices involving sensory awareness, such as mindful eating, listening to calming music, or noticing bodily sensations. Incorporate mindful movement and walking practices into the workshop, allowing participants to connect with their bodies and surroundings. Lead mindful walking exercises in a safe and supportive environment, encouraging participants to notice sensations in their feet, legs, and breath as they move. Encourage participants to explore each sensory experience with curiosity and openness.
  • Help your participants create a realistic and lasting practice by showing them how to integrate mindfulness into their daily lives. Offer practical tips and strategies for incorporating mindfulness practices into routine activities. Provide resources such as guided meditation recordings, mindfulness apps, or printed materials for further exploration and practice at home.


You must use clear and concise language throughout the sessions when providing instructions. Break down techniques into simple steps, avoiding complex terminology or abstract concepts. Demonstrate each practice slowly and clearly, allowing participants to follow along comfortably. It would be best if you were also prepared to adapt mindfulness practices to accommodate your participants’ needs and abilities. Be prepared to offer modifications or alternatives for participants with physical limitations or sensory impairments, ensuring everyone can participate comfortably.

Also, remember that feedback is your friend. It provides opportunities for reflection and sharing experiences throughout the workshop and allows participants to express their thoughts, emotions, and insights related to mindfulness practices. This will help you improve your work and foster a sense of community and connection.

We will discuss building inclusive workshop environments and communities in the following parts of this lesson.


Adapting Exercises for Different Senior Needs


To learn how to modify mindfulness and meditation exercises to meet the diverse needs of seniors.


45 minutes


Computer with word processing software, PDF reader, notebook or digital journal





Read and Reflect

10 minutes

  • Read the provided PDF document that lists common mindfulness and meditation exercises along with suggested modifications for seniors.
  • Reflect on the different needs such as physical limitations, cognitive load, and emotional support that seniors might require.

Exercise Adaptation Activity

10 minutes

  • Choose three exercises from the provided list.
  • Open a word processing document and write down the original exercise instructions.
  • Next to each exercise, list at least two modifications to make it more accessible for seniors. Consider factors like simplified movements, seated positions, shorter durations, or using props for support.


20 minutes

  • In your notebook or digital journal, write a brief reflection on why you chose those specific modifications and how they address the needs of seniors.
  • Consider how these adaptations could impact the effectiveness and safety of the exercises.

Application Plan

10 minutes

  • Create a short action plan for incorporating these adapted exercises into a workshop. Outline the steps you would take to ensure all participants can follow along comfortably.

Reflective Questions:

  • What were the key considerations you kept in mind while adapting the exercises?
  • How do the modifications you made address the specific needs of seniors?
  • How confident do you feel in your ability to modify exercises for different needs, and what additional support might you need?
Creating inclusive and intersectional Workshop Environments

Understanding and addressing challenges in daily activities is fundamental to enhancing the quality of life for individuals who may face difficulties in their everyday routines. These challenges can arise from a variety of factors, including physical disabilities, chronic illnesses, and societal barriers. For example, difficulties in mobility may restrict one’s ability to move around independently, while challenges in communication can hinder social interactions and connections with others. 

Moreover, individuals with activity limitations may also encounter various societal barriers that further exacerbate their difficulties in daily life. These barriers include inaccessible infrastructure, discriminatory attitudes, and lack of support services. These societal barriers can create additional challenges and obstacles when combined with personal factors such as health conditions or impairments. 

In addition to addressing immediate challenges, it is also important to consider the broader social determinants of health and well-being that may impact individuals with activity limitations. These determinants include access to education, employment opportunities, affordable housing, and social support networks.

It’s vital to recognise the diverse barriers encountered by individuals with physical disabilities to ensure avenues for an active and fulfilling lifestyle. By identifying and comprehensively understanding these obstacles, we can collaboratively work towards developing effective strategies to overcome them in our REMIND workshops. By being as inclusive as possible, we can promote greater independence, well-being, and overall quality of life for older people and other people who experience the limitations described above. This chapter will teach you about different forms of limitations and/or struggles that your participants might encounter so you are prepared to cater to different needs in your courses.


a) Physical and psychological challenges

Living with physical disability and limitations can profoundly affect an individual’s daily engagement. For instance, restricted mobility resulting from injury or congenital conditions may hinder participation in physical activities, sports, or exercise regimens. Adapting to aids such as wheelchairs or prostheses can also be a challenge. We usually talk about different kinds of limitations. Still, of course, they sometimes intertwine: on the one hand, we have physical health factors. On the other hand, we have emotional and psychological factors. 

Health issues and illnesses can pose significant limitations on daily activities. Conditions like chronic pain, fatigue, heart disease, or respiratory problems can curtail a person’s ability to partake in physical exercise or sports. Moreover, these health challenges may deplete energy levels and overall well-being, making it harder to sustain an active lifestyle. Understanding how various health issues and illnesses affect daily life is crucial for devising appropriate interventions and support structures. 

Beyond physical limitations, emotional and psychological factors can erect barriers to participation in daily activities and maintaining a healthy lifestyle. Stress, anxiety, and depression can dampen motivation and hinder engagement in physical activities, sports, or exercise routines. Additionally, fear of injury, low self-confidence, or feelings of isolation may contribute to decreased activity levels. Time constraints can also induce psychological stress, impeding the adoption of an active lifestyle.

By grasping the array of physical and psychological challenges individuals confront, tailored support systems and interventions can be developed to help surmount these obstacles and cultivate well-being in daily life.


b) Social and environmental challenges

A lack of social support or limited social connections can lead to feelings of isolation and reduced drive to participate in daily activities. This may result in a “settled” lifestyle, meaning that people stop leaving the environment they are used to/comfortable with and develop an aversion or a fear of trying new things. Potentially, this can lead to negative health effects. 

Social interaction and support are pivotal in shaping an individual’s daily routines and well-being. Family members and friends can offer encouragement, motivation, and a sense of accountability, aiding in pursuing physical activities and overcoming various obstacles. Research indicates that strong social networks positively influence engagement in physical activities, assisting in surmounting common barriers like lack of motivation or fear of injury. 

Personal preferences and interests are another factor you should consider, as they significantly influence the willingness to engage in physical activities. Individuals are more inclined to participate in activities they enjoy, leading to a more active lifestyle. Nevertheless, limited access to preferred activities can dampen motivation for regular exercise. Low energy levels also affect some people, e.g., due to insufficient sleep, stress, or medical conditions. Those may leave individuals feeling tired and unable to partake in regular exercise. Some people, especially if they are older, may shy away from physical activities due to concerns about injury or exacerbating existing health conditions. Additionally, cost can be a barrier to accessing public transport, healthcare or other professional services.

Environmental elements can either facilitate or hinder participation in daily activities as well. Transportation, for instance, influences access to facilities and involvement in community events. As mentioned earlier, challenges such as insufficient public transportation, inaccessible pathways, or a lack of safe walking or cycling routes may constrain opportunities and willingness to engage in physical activities. And even if people can reach a facility, they might prove inadequate to their needs. We would also mention factors like unsafe neighbourhoods and the absence of public spaces for sports or recreation. 

Suppose you understand personal barriers and preferences and cater to different needs as an instructor. In that case, you will enable individuals to adapt their approach to daily activities and help them adopt healthier habits and a more active lifestyle.


c) Challenges in daily activities

Engaging in household chores like cleaning, cooking, and laundry is integral to daily life. As people get older, those tasks get harder and pose challenges. According to the International Classification of Functioning, Disability, and Health, the ability to manage these tasks independently is crucial for maintaining a healthy lifestyle. It contributes significantly to an individual’s sense of independence and well-being. 

Instrumental activities like shopping, financial management, and transportation are slightly more intricate than basic household chores but remain vital to daily functioning. These activities demand a higher level of cognitive function and problem-solving skills. The ability to execute instrumental tasks independently is essential for preserving one’s autonomy.

Mindfulness training can also support individuals and help them keep (or even strengthen) their autonomy.


Challenges, Strategies and Solutions

Now that you know the challenges people might face, it is time to look at solutions. In navigating daily activities, many individuals encounter obstacles that can impede their quality of life. Assessing these challenges and developing strategies to surmount them effectively is vital.

One prevalent area of difficulty lies in mobility, which can hinder participation in physical activities. To address mobility issues, here are some suggestions for overcoming barriers to physical activity:

  • Modify activities to suit one’s skill level.
  • Explore alternative exercises that may be more suitable.
  • Incorporate assistive devices as needed.


When tackling challenges in daily activities, setting realistic goals based on one’s abilities and resources is very important. Breaking down goals into manageable steps and monitoring progress consistently can boost confidence and foster a sense of accomplishment. To ensure effective goal-setting, consider the following tips:

  • Support your learners to break goals into smaller, achievable steps.
  • Regularly monitor progress and adjust goals as necessary.
  • Seek assistance from professionals when needed.


By adopting a proactive and comprehensive approach to evaluating and overcoming challenges, people can enhance their overall quality of life and navigate daily activities more effectively. You should also help them notice and celebrate small improvements.

Challenges in daily activities can vary significantly based on age and gender. For example, older adults may contend with physical limitations due to age-related health conditions, necessitating modifications to maintain well-being. Gender differences can also influence activity challenges, such as women managing caregiving or household responsibilities alongside other obligations, potentially leading to stress and limited self-care time. 

Also, remember what we said earlier: For some people, doing those tasks is getting harder with older age and can be pretty energy-draining. The same goes for people with disabilities, so lots of people that are elderly. As discussed above, they encounter unique challenges in daily activities stemming from physical limitations or societal barriers. To promote inclusivity and equal opportunities, adaptive strategies and accessible facilities are essential, including:

  • Tailored exercise programs catering to specific disability needs.
  • Accessible public transportation and infrastructure.
  • Provision of adaptive equipment and assistive technologies.
  • Cultural and Socioeconomic Factors


Cultural and socioeconomic disparities can significantly impact daily activity challenges. Addressing these differences is crucial to mitigating health disparities and ensuring equitable opportunities for all individuals. Strategies to address disparities may include:

  • Community-driven initiatives to increase access to resources.
  • Culturally sensitive health promotion efforts.
  • Economic programs aimed at fostering social equity and reducing barriers to participation in daily activities.

Creating Inclusive and Intersectional Workshop Environments


To develop the ability to create workshop environments that are inclusive and consider the intersectional identities of participants.


60 minutes


Computer with word processing software, notebook or digital journal





Reading and Understanding

10 minutes

  • Read the provided text on inclusivity and intersectionality. Focus on understanding key concepts such as diversity, equity, inclusion, and the importance of recognizing multiple and overlapping social identities (e.g., age, gender, race, socioeconomic status, ability).


10 minutes

  • Reflect on your own identities and experiences. Consider how they have shaped your perspective and how they might differ from those of your workshop participants.
  • In your notebook or digital journal, write a brief reflection on your personal experiences with inclusivity and intersectionality.

Scenario Analysis

20 minutes


Scenario 1:

  • A mindfulness workshop includes participants of various ages, cultural backgrounds, and abilities. The instructor uses inclusive language, provides multiple ways to participate (e.g., verbally, in writing), and ensures that materials are accessible to everyone.
  • Questions: 
    • What strategies did the instructor use to promote inclusivity?
    • How did these strategies acknowledge the intersectional identities of participants?
    • What additional improvements could be made?

Scenario 2:

  • A meditation workshop focuses solely on seated meditation without considering the physical discomfort some participants might experience due to age or disability. The instructor uses complex language that may be difficult for non-native speakers to understand.
  • Questions: 
    • What barriers to inclusivity are present in this scenario?
    • How might these barriers affect participants with different intersectional identities?
    • What changes could be implemented to create a more inclusive environment?

Scenario 3:

  • During a workshop on stress reduction, the instructor acknowledges that stressors can vary widely based on participants’ cultural and socioeconomic backgrounds. They invite participants to share their experiences in a safe and respectful manner.
  • Questions: 
    • How does the instructor’s approach promote an inclusive and intersectional environment?
    • What impact might this approach have on participants’ engagement and learning?
    • Are there any other considerations that could further enhance inclusivity?

Action Plan

15 minutes

  • Based on your analysis of the scenarios, create an action plan for developing an inclusive and intersectional workshop environment. Include specific strategies and steps you will take to ensure all participants feel valued and included.
  • Write this action plan in your notebook or digital journal.

Reflection and Commitment

5 Minutes

  • Reflect on the importance of creating inclusive and intersectional environments in your workshops. Write a brief commitment statement in your notebook or digital journal, outlining how you will strive to implement these principles in your future work.


Reflective Questions:

  • How do your own identities and experiences influence your approach to inclusivity and intersectionality?
  • What specific strategies will you implement to create a more inclusive and intersectional workshop environment?
  • How can you continue to learn and grow in your understanding of diversity, equity, and inclusion?
Creating a Supportive Community within Workshop Settings

Building a supportive community does hold its challenges. Becoming part of a community that doesn’t align with one’s values or interests can result in disengagement and missed opportunities and benefits. Hence, it is crucial to explore different options and spend time understanding the dynamics of potential communities to enable everyone to become a part of them.


Why we should create inclusive, supportive environments

Creating a supportive community within a workshop setting is important for several reasons: 

  • A supportive community fosters an environment where participants feel comfortable asking questions, sharing ideas, and seeking feedback. This promotes active engagement and facilitates a deeper understanding of the workshop content. Feeling supported by peers and facilitators can boost participants’ motivation to actively participate in workshop activities. 
  • A supportive community encourages individuals to stay engaged and committed to the learning process. It also encourages collaboration among participants, fostering opportunities for networking and knowledge sharing. Participants can learn from each other’s experiences, perspectives, and expertise, enhancing the learning experience. 
  • A supportive community creates a positive emotional environment where participants feel valued, respected, and accepted. This contributes to a sense of belonging and well-being, reducing stress and anxiety associated with learning new concepts or skills. Such a community also helps participants to develop essential soft skills such as communication, collaboration, and empathy. 


These skills are valuable not only in the workshop setting but also in professional and personal contexts. This will also improve workshop retention and completion rates by fostering a sense of accountability and encouragement among participants. Feeling supported by peers and facilitators motivates individuals to persist through challenges and complete the workshop successfully. 

Last but not least, connections and relationships formed within a workshop community can have a lasting impact beyond the workshop itself. Participants may continue to support each other even after the workshop ends, leading to ongoing learning and growth, which also counters social isolation.


How to create inclusive, supportive environments

Creating a supportive community within workshop settings involves fostering an environment where participants feel valued, respected, and empowered to openly share their thoughts, experiences, and ideas. Here are some strategies to help you achieve this:

Trauma-Informed Approach: Understand that any participant may have experienced trauma in their lives. Adopting a trauma-informed approach means recognising the presence of trauma symptoms and acknowledging the role trauma may play in a person’s life. This approach involves ensuring physical, psychological, and emotional safety for participants.

Be Sensitive to Signs of Distress: Educate yourself on the signs of emotional distress and trauma reactions. If you notice a participant is struggling, discretely offer support or a break from the activity. It’s also helpful to have a private space available where someone can go if they need a moment away from the group.

Follow-Up: If a participant shows signs of distress during or after the training, follow up with them to offer support or refer them to professional help if necessary.

Establish Clear Expectations: At the beginning of the workshop, set clear expectations for behaviour and communication. Emphasize the importance of active listening, respect for diverse perspectives, and constructive feedback.

Create a Safe(r) Space: Foster an atmosphere of trust and psychological safety where participants feel comfortable expressing themselves without fear of judgment or ridicule. Encourage open dialogue and assure confidentiality when appropriate.

Build trust and understanding: Dedicate time for icebreakers and team-building activities to help participants get to know each other and build rapport. Encourage and give your learners time for informal interactions during breaks or group activities to strengthen connections among them.

Encourage Participation: Actively solicit input from all participants and create opportunities for everyone to contribute to discussions and activities. Use inclusive language and facilitation techniques to ensure quieter or less confident participants feel encouraged to speak up.

Provide Supportive Feedback: Offer constructive feedback in a supportive and non-threatening manner. Focus on strengths and areas for improvement, and encourage participants to support each other’s growth and development.

Address Conflict Positively: Encouraging open communication, empathy, and a willingness to listen to differing perspectives is fundamental to resolving conflicts and fostering a unified community. Acknowledge and address conflicts or disagreements that arise respectfully and constructively. Encourage participants to communicate openly and work towards finding mutually acceptable solutions. Don’t shy away from conflict, especially if someone else is affected. Ignorance often feels like indifference to the victim and creates a feeling of loneliness. If you are unsure how to react, ask the person privately if they are okay and how you can support them. You also can ask other instructors for their input.

Celebrate Diversity: Recognise and celebrate the diversity of experiences, backgrounds, and perspectives among participants. Incorporate activities or discussions that highlight the richness of diversity and promote understanding and appreciation. However, know the difference between cultural appreciation and cultural appropriation. (We have provided further resources about this topic below)

Provide Resources and Support: Offer resources, tools, and support services to help participants navigate challenges or obstacles they may encounter during or after the workshop. Connect participants with relevant support networks or community resources as needed.

Encourage your Learners to stay connected: Maintain communication with participants after the workshop, e.g. with a monthly breakfast organised by everyone, for everyone. This helps reinforce relationships and continue the sense of community you have grown during the courses. This is also a great moment to provide input and inspiration for ongoing learning, collaboration, and networking.

By implementing these strategies, you can create a supportive community within workshop settings where participants feel valued, respected, and empowered to learn and grow together


Congratulations, you have finished module 3.1!

Before you take the assessment, you are welcome to work on the exercise below. It allows you to reflect on what you have learned and how to implement it in your mindfulness workshops.

Download the following pdf to have a look at the worksheet: “3.1 Adapting Your Mindfulness Workshop for an Elderly Audience”

Conclusion and Key Takeaways

In conclusion, designing workshops tailored for older adults requires a deep understanding of their unique needs, challenges, and preferences. By applying principles of accessibility, communication, engagement, and flexibility, educators can create inclusive and supportive learning environments that empower older adults to continue their learning journey and stay actively engaged in their communities. 

Addressing physical, psychological, social, and environmental challenges faced by individuals with activity limitations is crucial for promoting well-being and fostering a sense of belonging within workshop settings. Through continuous improvement and the creation of supportive communities, we can ensure that workshops not only meet participants’ immediate needs but also provide opportunities for ongoing learning, collaboration, and growth. 

By embracing these principles and practices, we can positively impact older adults’ lives and contribute to their overall well-being and quality of life.


Key Takeaway 1

Recognise the unique characteristics, needs, and preferences of older adults. This is essential when designing workshops tailored for this demographic.


Key Takeaway 2

Incorporate principles of accessibility, communication, engagement, and flexibility. This ensures that workshops are inclusive and supportive for older adult participants.


Key Takeaway 3

Identify physical, psychological, social, and environmental challenges that individuals face. That way, you can develop effective strategies and interventions.


Key Takeaway 4

Establish supportive and inclusive communities within workshop settings. This fosters collaboration, networking, and ongoing learning among participants.


Key Takeaway 5

Emphasise the importance of soliciting feedback, reflecting on experiences, and continuously improving your workshop design and facilitation strategies. This will enhance participant experience (as well as your own!) and overall well-being.


Suggested Resources

Chan-Young Kwon, Sun-Yong Chung, Jong Woo Kim (2021), Mindfulness meditation program for the elderly in Korea: A preliminary review for planning the program. Retrieved from


Institute for Apprenticeships. Equity, Diversity and Inclusion Toolkit. Retrieved from


SessionLab, Deborah Rim Moiso (2024). Planning a Workshop. Retrieved from


Respect and Inclusion Working Group, & Leperle Project Services, A. (2014, May). Respect and inclusion workshop: Facilitators guide. Age-Friendly Edmonton. Retrieved from


New England Low Vision and Blindness. (n.d.). Identifying specific challenges and limitations in daily activities: A comprehensive guide. Retrieved from


Center for Community Health and Development at the University of Kansas. (2014). Chapter 12, Section 4: Conducting a workshop. Retrieved from


Advancing the Seed, Inc. (2024). The importance of community: Building a supportive network for success. Retrieved from


The Social Investment Consultancy. (2019). The Diversity Forum Toolkit: Practical resources. Diversity Forum & Connect Fund. Retrieved from

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