The Importance of Inhibitory Control in School and the Role of Mindfulness in Learning

Evelyn Loçano; Fernanda Fazilari Lelis

DOI: 10.22167/2675-6528-202602873

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

Pedagogical strategies that promote attention and emotional regulation are crucial for the development of meaningful learning in children in the school environment. In this context, Mindfulness practices have stood out for strengthening executive functions, especially inhibitory control, essential for maintaining focus, filtering distractions, and modulating impulses. The study investigated how strengthening inhibitory control, through the practice of Mindfulness, can impact students’ performance and behavior in the school context. The research was conducted through the application of a structured questionnaire, which collected teachers’ perceptions of attention, emotional self-regulation, impulsivity, and classroom behaviors. Data analysis identified recurring difficulties in daily school life, notably in emotional control and maintaining focus after interruptions. Reports reinforced the importance of pedagogical practices that embraced students’ socio-emotional dimensions, directly influencing engagement and readiness to learn. The results indicated that teachers perceived Mindfulness as a potentially beneficial practice for promoting full attention, self-control, and a more balanced emotional climate. It was concluded that Mindfulness-based strategies represent a promising alternative for strengthening inhibitory control and fostering students’ cognitive, emotional, and behavioral development, contributing to healthier and more productive learning environments.

Keywords: School learning; Emotional self-regulation; Inhibitory control; Student engagement; Executive functions.

1. Introduction

A child’s school life is a fundamental period, characterized by the development of several essential dimensions, such as cognitive, emotional, linguistic, motor, and social. In this environment, the ability to understand rules and limits, as well as to interact effectively, depends directly on the proper functioning of executive functions, which are crucial for learning and behavior in the educational context.

Executive functions represent a set of complex mental processes, essential for an individual to maintain attention, control impulses, plan actions, and make decisions. According to Diamond (2013), these functions encompass cognitive flexibility, working memory, and, prominently, inhibitory control. The latter is vital for managing impulsive behaviors, resisting distractions, and issuing intentional responses to various stimuli.

Contemporary studies have reinforced the role of approaches such as Mindfulness in strengthening these executive functions. Diéguez et al. (2024) observed that structured interventions in the school environment can improve inhibitory control and other executive functions, which are essential for learning. Inhibitory control, in particular, allows students to filter irrelevant information and maintain focus on pedagogical tasks.

During the school phase, neurological immaturity, inherent curiosity, and the natural impulses of child development make the educational environment a challenging space. Difficulty in controlling attention and regulating emotions can compromise meaningful learning. In this scenario, pedagogical strategies that help the child develop these skills are of utmost importance.

In this context, practices such as Mindfulness, which can be translated as “full attention”, have gained prominence. Mindfulness corresponds to a mental state of focused awareness on the present moment, characterized by acceptance and absence of judgment. Regular practice of this approach favors concentration, empathy, and emotional self-regulation, as indicated by several studies. Xie et al. (2024) identified, through neuroimaging, that mindfulness interventions promote greater neural efficiency in regions associated with inhibitory control and cognitive flexibility in children.

Attention and concentration are essential processes for school learning, allowing the child to select relevant stimuli, sustain focus, and follow instructions until tasks are completed. However, daily school life frequently presents challenges, such as distraction, constant interruptions, and low persistence when faced with difficulties. Cognitive self-regulation, in turn, is the ability to monitor one’s own attentional state, recognize deviations, and return to the task’s objective, contributing to greater adherence to school routines and rules.

Emotional regulation is a central component for learning and school coexistence, influencing the ability to deal with frustrations, persist in difficult tasks, and maintain cooperative relationships. Fragility in this management can lead to reactive behaviors, increased distraction, and reduced engagement. Mindfulness-based interventions can significantly support children’s emotional self-regulation, as evidenced by Pickerell et al. (2023), who demonstrated improvements in emotional awareness and reduction of negative emotional manifestations in students.

The perception of teachers, as pointed out in studies, reveals recurring difficulties in daily school life, especially in relation to emotional control and maintaining focus after interruptions. Furthermore, reports emerge that reinforce the importance of pedagogical practices that embrace students’ socio-emotional dimensions, as these factors directly influence engagement and readiness to learn. Thus, Mindfulness-based strategies represent a promising alternative for strengthening inhibitory control and fostering students’ cognitive, emotional, and behavioral development, contributing to healthier and more productive learning environments.

Thus, understanding the role of executive functions, especially inhibitory control, and analyzing how Mindfulness-based practices can be incorporated into daily school life becomes a promising path to foster the cognitive, emotional, and behavioral development of children in the literacy phase. This study aimed to investigate how strengthening inhibitory control, through Mindfulness, impacts the performance and behavior of students in the school context.

2. Material and Methods

This study adopted a qualitative methodological approach, with the purpose of deepening the understanding and interpretation of the meanings attributed by teachers. The focus was on pedagogical practices aimed at the development of executive functions, with special attention to inhibitory control. The nature of the research was characterized as a field survey, seeking to collect data directly from participants.

The research unit of analysis consisted of faculty perceptions. The sample was composed of professors working in the cities of Salto, Itu, and Indaiatuba, located in the state of São Paulo. Participant selection occurred by convenience, prioritizing the respondents’ availability to participate in the study.

Teachers from both public and private school networks were included, aiming to cover different educational contexts and perspectives on the topic. To ensure the integrity and privacy of the participants, the confidentiality of the collected information and the anonymity of the teachers involved in the research were guaranteed, in accordance with ethical precepts.

The main instrument for primary data collection was a structured questionnaire, composed of 35 multiple-choice questions. This questionnaire was designed to standardize responses, which allowed for greater comparability among participants and facilitated the analysis of the perceptions obtained on the topic.

The closed-ended questions of the questionnaire were formulated to investigate aspects related to attention, emotional self-regulation, impulsivity, and classroom behaviors. The objective was to collect teachers’ views on the manifestation of these characteristics in students and the relevance of interventions.

The questionnaire application was carried out digitally, using the Google Forms platform. This methodological choice provided benefits such as a wider geographical reach, convenience for respondents, and the automation of the data collection process, as pointed out by Sousa Bastos et al. (2023).

The questionnaire was designed to capture nuances of teachers’ professional performance and to investigate how Mindfulness practice could be perceived as a resource. It sought to understand its potential to promote full attention, emotional self-regulation, and meaningful learning in the school environment, aligned with the study’s objectives.

In addition to primary data collection, a bibliographic and documentary research was carried out. This stage was fundamental for the construction of the study’s theoretical framework, involving the consultation of reliable sources from specialized literature, such as scientific articles and books, which address executive functions and Mindfulness.

The literature review aimed to theoretically contextualize the concepts addressed and provide subsidies for the analysis of empirical data. According to Brito, Oliveira and Silva (2021), this approach is indispensable for scientific investigation, from the definition of the problem to the analysis of the results.

The documentary analysis, in turn, allowed for the examination and understanding of the content of various documents, revealing significant information that contributed to the construction of new perspectives and critical reflections on the available data (Lima Junior et al., 2021). This stage complemented the theoretical and methodological basis of the study.

For the analysis of the collected data, from both the questionnaire and the bibliographic and documentary research, cluster analysis techniques were employed. The purpose was to identify relevant patterns, correlations, and groupings among the studied variables, according to the methodology described by Fávero and Belfiore (2024).

Factor analysis was specifically used to reduce data dimensionality and identify respondents’ perception of Mindfulness. Cluster analysis also allowed segmenting participants based on common characteristics, such as tenure, area of expertise, or level of agreement with certain statements (Fávero; Belfiore, 2017).

Primary data collection occurred in a specific period, between January 23, 2026, and January 31, 2026. During this interval, 87 valid responses were recorded, a number considered sufficient for the initial analyses and the identification of patterns related to the variables defined in the study.

The data were organized in a way that allowed the application of the mentioned analysis techniques, seeking to structure the information for in-depth understanding. The organization aimed to facilitate the identification of trends and the relationship between variables perceived by the faculty.

3. Results and Discussion

The investigation was conducted through a structured questionnaire, administered to 87 teachers between January 23 and 31, 2026. The analysis of the responses allowed for an understanding of educators’ perceptions on how the practice of Mindfulness can be employed to aid in inhibitory control and, consequently, in student learning. The results obtained revealed important patterns and divergences, which will be detailed below, providing a basis for interpreting the impact of Mindfulness in the school environment.

The demographic profile of the participants indicated a predominance of professionals with greater maturity and experience. It was observed that 30 participants were between 41 and 50 years old, and 23 were over 51 years old, totaling more than half of the sample aged over 40 years. This data suggests that the perceptions and practices reported are influenced by vast professional experience, which lends robustness to the observations on the evaluated themes, such as attention and emotional regulation in the classroom.

Regarding academic training, most of the faculty presented a high educational level, with 50 respondents holding postgraduate degrees, which stood out as the predominant qualification. Additionally, 33 participants had completed undergraduate degrees, indicating a solid educational foundation and a strong presence of specialized training among educators. This scenario suggests that the participants possess in-depth knowledge of pedagogical theories and educational practices, which can enrich the quality of their perceptions regarding inhibitory control and Mindfulness.

The distribution of teaching levels where educators work revealed a strong concentration in Elementary Education I, with 36 respondents, and in Early Childhood Education, with 23 participants. This predominance of professionals working in the initial stages of basic education is relevant, as the needs and challenges related to inhibitory control and emotional self-regulation are particularly pronounced in these phases of child development. The perceptions of these educators are, therefore, crucial for understanding the specific demands of this audience.

Regarding teaching experience, the sample proved to be quite diverse, although with a predominance of more experienced educators. It was found that 27 respondents had more than 20 years of practice, while 25 had less than 5 years of experience. This combination of long and early professional trajectories can favor the exchange of knowledge and diversity of perspectives on pedagogical practices, contributing to a richer and more multifaceted analysis of the results.

The analysis of the type of institution in which the respondents work showed a marked predominance of the private sector, which accounted for 63 participants, representing the largest part of the sample. This distribution can influence perceptions about the challenges and opportunities of implementing practices such as Mindfulness, since the realities and resources available in public and private institutions can differ significantly, impacting the pedagogical strategies adopted.

The results on teachers’ perception regarding students’ attention in the classroom indicated that the majority of respondents observe difficulties. Specifically, 39 participants partially agreed and 33 fully agreed that students have difficulty maintaining attention during activities. This panorama reveals that inattention is a widely recognized and significant challenge in pedagogical practices, directly impacting the teaching-learning process and the need for effective interventions.

The perception that students are easily distracted by external stimuli has been widely consolidated among teachers. It was identified that 49 respondents fully agreed and 32 partially agreed with this statement. This finding reinforces the idea that the school environment, with its multiple interactions and stimuli, represents a constant challenge for maintaining focus, requiring strategies that help students filter irrelevant information and concentrate on tasks.

The students’ difficulty in refocusing after an interruption also proved to be a convergent perception among the faculty. It was observed that 51 participants partially agreed and 25 fully agreed with this difficulty. This finding underscores the importance of inhibitory control, which allows students to resist distractions and redirect their attention, as highlighted by Diamond (2013). Weakness in this skill compromises the fluidity of pedagogical activities.

Regarding impulsivity, most teachers noticed that students demonstrate this behavior when starting activities. It was found that 47 respondents partially agreed and 28 fully agreed with this observation. Impulsivity, characterized by difficulty in controlling automatic responses and waiting for complete instructions, is a recurring challenge in pedagogical practice, impacting the organization of action and adherence to school routines.

Students’ difficulty in remaining focused for extended periods was widely recognized by instructors. The data revealed that 54 respondents fully agreed and 26 partially agreed with this statement. This pattern indicates that sustaining attention over time is a critical aspect, reinforcing the need for pedagogical strategies that promote focus and self-regulation, creating environments more conducive to continued concentration.

Regarding emotional regulation, most teachers perceived that students have difficulty recognizing and naming their own emotions. Forty-eight participants partially agreed and 22 fully agreed with this difficulty. This set of results points to a significant demand for socio-emotional practices that help students identify and express their internal states more clearly and consciously, an essential component for learning and school coexistence.

The teachers also observed that children react intensely to frustrations or errors. Forty-five respondents partially agreed and 33 fully agreed with this perception. This recurrent emotional behavior in daily school life highlights the fragility in emotion management, which can lead to impulsive reactions, increased distraction, and reduced engagement, as discussed in the introduction of the study.

The frequency of episodes of anxiety or emotional agitation in the classroom was equally perceived by the majority of teachers. Forty-four participants partially agreed and 31 fully agreed with the occurrence of these behaviors. This data reinforces that manifestations of anxiety and agitation are significant challenges in the learning environment, demanding attention and effective emotional regulation strategies to create a safer and more conducive environment for development.

The students’ difficulty in calming down after conflict situations was another point of convergence among the faculty. Fifty-two respondents partially agreed and 25 fully agreed with this observation. This difficulty in post-conflict self-regulation points to the need for strategies that promote calmness, mediation, and emotional development, contributing to the construction of a more harmonious and productive school environment.

The perception that students’ emotional state negatively interferes with learning was widely shared. Fifty-seven respondents fully agreed and 22 partially agreed with this statement. This pattern highlights the importance of pedagogical actions focused on socio-emotional development and the creation of a more welcoming and regulated learning environment, where emotional well-being supports academic performance.

Although a portion of teachers do not perceive frequent conflicts among students (24 partially disagreed and 3 totally disagreed), the general trend pointed to a significant presence of conflicts during school activities. Thirty-six respondents partially agreed and 17 totally agreed with the occurrence of conflicts, indicating that, for many teachers, this is a common reality in the daily classroom, requiring mediation skills and the promotion of pro-social behaviors.

Regarding empathy, the data indicated that 43 teachers partially agreed and 6 fully agreed that students demonstrate little empathy towards their colleagues. However, 22 partially disagreed and 4 fully disagreed, suggesting that some teachers do not perceive this lack intensely. The general trend, however, points to a significant concern with this socioemotional aspect, highlighting the importance of developing the ability to understand and share feelings.

The students’ difficulty in respecting classroom rules and agreements was identified by a majority of the teachers. Forty-four respondents partially agreed and 15 fully agreed with this difficulty. Although 19 teachers partially disagreed, the predominant trend points to challenges in complying with norms, highlighting the need to reinforce inhibitory control and adherence to school routines for a more organized and respectful coexistence.

The interruption of colleagues or the professor during speeches and explanations was perceived as a recurring behavior. Thirty-nine teachers partially agreed and 26 fully agreed with this observation. This finding demonstrates challenges related to attention, self-control, and respectful coexistence during school activities, reinforcing the need for strategies that promote active listening and respect for speaking turns.

The perception that the classroom climate hinders the progress of pedagogical activities was expressive. Thirty-one respondents partially agreed and 42 fully agreed with this statement. The data indicate that the emotional and behavioral climate of the classroom is a determining factor for the fluidity of educational practices, reinforcing the need for interventions that promote harmonious coexistence and more regulated environments, in line with the study’s objective.

Regarding body awareness, 45 teachers partially agreed and 9 fully agreed that students demonstrate little awareness of their own bodies in the classroom, totaling 54 participants who observe this difficulty. This perception, although not unanimous, suggests a gap in students’ self-perception, which can be addressed through activities that promote mindfulness and connection with the body, aiding in self-regulation.

The difficulty students have in perceiving signs of fatigue, tension, or agitation was noted by most faculty. Thirty-eight respondents partially agreed and 30 fully agreed with this observation. This consistent pattern of low bodily and emotional self-awareness reinforces the importance of practices that promote mindfulness, self-perception, and emotional regulation within the school routine, allowing students to identify their internal states and make more adjusted choices.

Excessive bodily restlessness during activities was perceived by many teachers. Forty-eight participants partially agreed and 15 fully agreed with this statement, totaling 63 respondents who identify this behavior as recurrent in the classroom. This finding highlights students’ difficulty in maintaining calm and focus, which may be an indication of immaturity in inhibitory control and self-regulation, demanding specific interventions.

Students’ difficulty in remaining silent, even for short periods, was consistently identified. Thirty-three respondents partially agreed and 33 fully agreed with this difficulty, totaling 66 participants. This observation reinforces the need to develop inhibitory control and self-regulation skills, crucial abilities for concentration and respect for the learning environment, especially in activities requiring individual focus.

Many instructors perceived that students demonstrate little awareness of how their actions affect the group. Thirty-nine respondents partially agreed and 29 fully agreed with this difficulty, totaling 68 participants. This observation, although with some diversity of opinions, points to the need to work on empathy and the perception of the impact of one’s own attitudes on the collective, promoting a more harmonious and collaborative coexistence.

Regarding engagement, the predominant trend pointed to a certain difficulty for students in demonstrating interest in the proposed activities. Thirty-two instructors partially agreed and 6 fully agreed with the presence of disinterest in varying degrees. However, 25 partially disagreed and 11 fully disagreed, suggesting that not all instructors perceive disinterest as a significant problem, which may vary according to the nature of the activity or the class profile.

The students’ difficulty in actively engaging in pedagogical proposals was a challenge identified by 34 lecturers who partially agreed and 7 who fully agreed. However, an expressive group of 26 lecturers partially disagreed and 10 fully disagreed, perceiving a good level of participation. Furthermore, 10 respondents remained neutral, suggesting that engagement may vary according to the activity, context, or class profile, demanding pedagogical flexibility.

The perception that students give up easily when faced with challenging tasks was frequent, with 38 respondents partially agreeing and 15 fully agreeing. In contrast, 22 instructors partially disagreed and 2 fully disagreed, suggesting greater persistence in some students. This variation, added to 10 neutral participants, may reflect the influence of the task’s nature, complexity level, or class profile on student persistence.

Most instructors observed little student autonomy in carrying out activities, with 42 respondents partially agreeing and 10 fully agreeing. However, 27 instructors partially disagreed and 3 fully disagreed, indicating that a considerable portion perceives adequate autonomy to some extent. This divergence suggests that the development of autonomy is a gradual process and that pedagogical practices should be adjusted to foster student independence.

Students’ difficulty in reflecting on their own learning process, a central aspect of metacognition, was a significant challenge perceived by most instructors. Forty-two respondents partially agreed and 29 fully agreed with this limitation. This finding reinforces the need for strategies that promote self-awareness and the ability to monitor and adjust one’s own learning strategies, contributing to deeper cognitive development.

Regarding the potential of mindfulness strategies, teachers demonstrated a largely favorable perception. Twenty-three respondents partially agreed and 60 fully agreed that Mindfulness could contribute to improving the observed aspects in the classroom. This expressive majority, totaling 83 participants, believes in the effectiveness of these practices to promote a calmer, more focused, and learning-conducive environment, aligning with the findings of Diéguez et al. (2024).

The need for practices that assist students in emotional self-control was recognized by almost all teachers. Seventeen respondents partially agreed and 69 fully agreed, totaling 86 participants who clearly recognize this demand in the school context. This consensus reinforces the urgency of interventions that support emotional self-regulation, a pillar for coexistence and academic performance, as evidenced by Pickerell et al. (2023).

The consensus on the importance of intentionally working on self-awareness with students was almost absolute. Nine respondents partially agreed and 74 fully agreed, totaling 83 participants who strongly recognize the relevance of this practice in the educational context. This finding underscores the perception that self-awareness is fundamental for the integral formation of the student, allowing for the identification of impulses, emotions, and limits, and for making more adjusted decisions.

The perception regarding the class’s openness to practices that promote a calmer and more focused environment was also predominantly positive. Thirty-three respondents partially agreed and 40 fully agreed, totaling 73 participants who identify student receptiveness to practices focused on well-being and concentration. This openness suggests fertile ground for the implementation of Mindfulness-based interventions, which can be well-received by students.

Finally, the perception that the school would benefit from the implementation of regular Mindfulness practices was widely favorable. Sixteen participants partially agreed and 65 fully agreed, totaling 81 teachers who see this initiative as positive for the school environment. This result demonstrates strong support for the integration of mindfulness techniques, such as mindful breathing, to improve present moment attention and the overall classroom climate.

The segmented analysis of the data revealed important patterns that enrich the understanding of teaching perceptions. Teachers with six to ten years of experience, for example, presented higher averages than the general ones in almost all items related to emotional self-regulation, body awareness, emotion recognition, signs of fatigue, and student engagement. This group more frequently perceived difficulties in active involvement, lower autonomy, disinterest, and a greater need for emotional regulation, suggesting that they experience a professional period of greater complexity in managing the class’s emotional and behavioral aspects. This observation aligns with studies such as Malboeuf-Hurtubise et al. (2024), which indicated the protective effect of Mindfulness on sustained attention in children.

Teachers under 30 years old reported higher levels of student conflicts, interruptions during lectures, and giving up on challenging tasks. This group more acutely perceived impulsive behaviors and difficulties with persistence, which may be related to the early stage of their teaching career, where classroom management and conflict mediation strategies are still being consolidated. This perspective highlights the importance of continuous training for these professionals, aiming to improve their classroom management skills.

Differences were also observed when comparing the formative profile of the teachers. Teachers with postgraduate degrees showed a less pronounced perception of difficulties related to silence, dropout, and active student engagement, as well as greater belief in the class’s openness to practices that promote focus and a balanced emotional climate. This difference suggests that continuing education can influence not only pedagogical repertoires but also the teacher’s interpretation of the class’s behaviors and needs, promoting a more optimistic and strategic vision.

The comparison between teachers from public and private institutions also yielded relevant findings. Public school teachers demonstrated a greater perception of difficulties related to students’ empathy, respect for rules, engagement, and persistence. In the private sector, the main difference was concentrated in students’ difficulty in remaining silent. These results reinforce the need to consider the specificities of each network when proposing pedagogical actions based on mindfulness, adapting interventions to the institutional context.

Despite the differences between demographic groups, the perception that mindfulness practices can contribute positively to the classroom climate, emotional self-control, and learning remained high across all strata. This consensus reinforces the potential of Mindfulness-based interventions as a cross-cutting and promising strategy, capable of strengthening inhibitory control and fostering students’ cognitive, emotional, and behavioral development, even though the priority of each dimension may vary according to the reality experienced by each teaching group.

In summary, the research results revealed that teachers perceive significant challenges in their daily school lives, especially regarding students’ attention, impulsivity, emotional regulation, and engagement. However, there is a strong consensus on the potential of Mindfulness to mitigate these difficulties, promoting full attention, emotional self-control, and a more balanced and productive learning environment, which corroborates the objective of investigating the impact of strengthening inhibitory control through this practice.

4. Conclusion

The study investigated how the strengthening of inhibitory control, through the practice of Mindfulness, impacts the performance and behavior of students in the school context. It was found that teachers perceive significant challenges in the daily classroom routine, especially regarding maintaining attention, being easily distracted by external stimuli, and difficulty refocusing after interruptions. It was also observed that students demonstrate impulsivity when starting activities and show limitations in concentration for prolonged periods. In the socio-emotional sphere, it was identified that children have difficulty recognizing and naming their emotions, react intensely to frustrations, and exhibit episodes of anxiety or agitation, which negatively interferes with learning. Additionally, the presence of conflicts, low empathy, difficulty respecting rules, and frequent interruptions were noted, along with low body awareness and self-perception of internal states such as tiredness or agitation. These findings reinforce the importance of pedagogical strategies that embrace the socio-emotional dimensions of students, directly influencing engagement and readiness to learn.

The main contribution of this study lies in the evidence that Mindfulness-based strategies represent a promising alternative to mitigate the observed difficulties, strengthening inhibitory control and favoring the cognitive, emotional, and behavioral development of students, which can lead to healthier and more productive learning environments. Although the research was based on teacher perceptions, which may limit the generalization of results without direct observation or the perspective of students and families, the consensus among educators about the potential of Mindfulness is notable. For future studies, it is suggested to conduct practical Mindfulness interventions directly with students, comparing classes with and without the systematic application of these techniques. Longitudinal research could deepen the understanding of Mindfulness effects throughout the academic year, correlating them with indicators of academic performance, school climate, and emotional well-being, in addition to including the perceptions of the students themselves and their families for more robust and contextualized analyses.

Bibliographic References

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Diamond, A. 2013. Executive functions. Annual Review of Psychology, v. 64, p. 135–168, 2013. DOI: https://doi.org/10.1146/annurev-psych-113011-143750

Diéguez, M.P.; García, M.C.; Asencio, E.N.; Vergara-Moragues, E. 2024. Executive Function Training Through a Mindfulness-Based Neuroeducational Program in Elementary School Students. Mindfulness, 15, 2739–2749.

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Malboeuf-Hurtubise, C. et al. 2024. Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: results from a randomized cluster trial. Scientific Reports.

Pickerell, L. E et al. 2023. The Effectiveness of School-Based Mindfulness and Cognitive Behavioural Programmes to Improve Emotional Regulation in Children (7–12 yrs). Mindfulness, 14, 1068–1087.

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Xie, S.; Lu, S. Lu, J.; Gong, C.; Chang, C. 2024. Mindfulness e desenvolvimento cerebral relacionado a funções executivas. Using mindfulness-based intervention to promote executive function in young children. Cerebral Cortex, 34(9).

Article originating from a Final Coursework on Neuroscience and Learning in Education

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