A New Frame
A Pilot Investigation into the Effects of Mereon Frequencies on Focus, Behavior, and Well-being in Children, Adolescents, and Adults
Those labeled with ADHD are often pathologized for what may be a different kind of attention—one that seeks, explores, and discovers across multiple channels simultaneously. Years of working with teachers and kids has led to understanding that this is not a deficit, but may actually represent distributed attention rather than disordered.
Observations from the BELONGING.LIFE education projects have shown that children as young as five demonstrate improved focus and behavioral self-regulation simply through playing Teamplay Ground, a game where kids as young as 3 years of age accept responsibility for the social dimension of their learning environment. While anecdotal, these behavioral changes endure, findings suggesting that Mereon-based experiences may support the rebalancing of attention, potentially without pharmaceutical intervention.
The 2025 clinical validation of Sonopeace demonstrated that Mereon Frequencies—gamma-range tones derived from the Mereon Constant—produce statistically significant improvements in sleep architecture and quality.
The question that has arisen is this: might a similar sequence of Mereon frequencies support focus and behavioral coherence in those whose attention operates differently?
The Dolphin
Before the clinical trials, before the sleep studies, before the science caught up—there was a three-year-old boy in Italy who could not or would not speak.
At the beginning of the 2006 school year, Kindergarten teacher Sonja Ida welcomed a new student into her classroom. No one knew why he was silent. If anyone held the answer, they weren't talking either. But Sonja and his classmates quickly learned that he did have two powerful forms of communication: he would fight, and he would bite.
For two years, TeamPlay Ground had made Sonja's classroom a joyously enthusiastic learning environment. Yet, overnight, the presence of one child changed everything. After weeks of watching him slug it out and chomp into his classmates, Sonja was in despair. She had no idea how to help him—or how to protect the other children. She was unwilling to expel him, even though, just the week before, he had bitten a little girl who got too close while trying to mediate his aggression.
Had this child been born elsewhere, in another system, he might have received a label: ADHD. Oppositional Defiant Disorder. Emotionally Disturbed. Four letters, three words—a sentence before he ever learned to speak.
While Sonja didn't have a diagnosis, what she did have was a game.
One afternoon, she announced the TeamPlay Ground tasks for the following day, reading aloud each child's assigned role. Silence fell over the classroom. Tomorrow, this child would be the Dolphin—the peacemaker. Yes, even three-year-olds are given the task of learning to respond appropriately to conflict.
The next morning, he arrived at school with a smile on his face. He walked up to Sonja and greeted her: "Buongiorno, maestra." Good morning, teacher.
It was as if a light bulb had suddenly turned on inside of him. Not only did he speak—he helped with challenges that day, and every day after. His days of silence, fighting, and biting were over. Permanently.
The transformation astonished Sonja, his peers, the other teachers—and most of all, his parents, who arrived the following morning asking, "What happened?"
No pharmaceutical intervention. No behavioral modification program. No label. Just a role that said: You belong. You matter. You count. We trust you.
Years later, when Sonja shared this story, she was asked what she had learned from the experience. Her reply was humble and honest:
"I learned that if a three-year-old can change instantly, so can I."
This is why we begin here. Not with a hypothesis, but with a question that a child answered before we knew how to ask it:
What happens when we stop labeling and start listening?
Attention Directed toward Healthy Discovery!
From “The Mereon Matrix: Everything Connected through (K)nothing, Chapter 4, Scholarship: Education as Transformation, Page 73”, World Scientific Publishing 2018
2026 Study Objective
To explore whether regular exposure to Mereon Frequencies improves focus, social behavior, attitude, attendance, and academic performance in those diagnosed with ADHD, gathering observations on changes at school and at home.
Participants
Children, adolescents, and adults currently diagnosed with ADHD, working with a licensed psychologist's practice.
Ethical Considerations
Parental informed consent required for all minors
Assent from participants where age-appropriate
Participation is voluntary; withdrawal permitted at any time without consequence
No pharmaceutical changes recommended as part of this study; participants may continue current treatment protocols
Protocol
Delivery method: Mereon Frequencies delivered via headphones or VR headset
Session duration: 3, 7, 11, or 22 minutes per session determined by self or practitioner
Frequency: Daily or as determined by practitioner
Study duration: 90 days, with weekly assessments
Play is the foundation of learning, fundamental to loving, & leading.
Anticipated Outcomes
This is an anecdotal pilot study intended to generate preliminary observations, not statistical proof.
Anticipated outcomes are informed by the 2025 Sonopeace clinical trial, which demonstrated statistically significant improvements in sleep quality using Mereon Frequencies, as well as observations from BELONGING.LIFE education projects where children showed improved focus and self-regulation through Mereon-based play.
Based on these prior findings, we anticipate that regular exposure to Mereon Frequencies may:
Improve sustained attention and task completion
Foster self-regulated responses
Strengthen positive social interactions
Improve classroom harmony
Support emotional regulation
Improve attendance and engagement with learning
Produce observable positive changes in home dynamics
Butterflies
There is a moment after the chrysalis opens when everything pauses. The wings are new, still wet, not yet ready. The butterfly does not force flight—it waits, trusting the process, letting what has transformed become strong enough to carry it.
This is where so many children are: emerged, but told they should already be flying. Labeled. Rushed. Judged for not being airborne when their wings are still drying.
Education is helping children realize they were meant to fly—far more than flight school. It is honoring the pause between transformation and takeoff, trusting that what is unfolding within them knows its own timing.
Growth is human progress: transformation from crawling to stillness, from stillness to self-discovery inside the chrysalis, and then the opening. Wings unfolding. Rising.
We do not give them flight. We help them remember it was always theirs.
Original Art: “Waiting for My Wings to Dry”, Lynnclaire Dennis https://starstuffglitter.com
An Invitation
This pilot study is intended for those who need/want to be seen and heard. They’re everywhere.
If you are an educator, psychologist, therapist, or school administrator working with those labeled ADHD—and you know there is another way—we invite you to join us for a dialogue.
We are seeking partners willing to explore what happens when we replace deficit with discovery, when we stop asking what's wrong with a child and start asking what's waiting to emerge.
No one should carry the weight of a label that tells them they’re not enough. Together, we can offer them something different: a new frame, a frequency they can feel, and the knowledge that they belong.
To learn more or participate in this research, connect today!