Article

Cibelle Tonelli Veiga Menezes; Juliana Cristina Da Silva

DOI: 10.22167/2675-6528-202602195

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

Abstract

The need to rethink education in the post-pandemic context, considering the impacts observed on students’ behavior and learning, such as increased anxiety, insecurity, and concentration difficulties, motivated the realization of the present study. The work aimed to analyze the contribution of mindfulness practice to the behavior, learning, and development of socio-emotional skills of students in the final years of Elementary School. The adopted methodology was characterized as a qualitative case study, conducted through participant observation and field research over one year in a private school. The results indicated that mindfulness practice in the elementary school context favored the reduction of anxiety, increased concentration, improved emotional regulation, and greater student engagement in school activities. These benefits were observed both among students without a diagnosis of specific educational needs and among those with special educational needs. It was concluded that the insertion of mindfulness in the school environment constituted an effective strategy for the development of socio-emotional skills and for the improvement of the teaching and learning process.

Keywords: Learning; Socioemotional skills; Elementary education; Mindfulness; Emotional regulation.

1. Introduction

Innovations are constant in the world and in the school environment, which causes profound changes in the way knowledge is produced. The accelerated speed with which communication reaches individuals brings about transformations in current society, influencing human behavior and the way knowledge is assimilated and produced. In this context, the development of digital literacy through school activities proves to be fundamental, as the internet occupies a prominent social place, whether as a source of information or as a means for the construction of knowledge (Braga, 2013).

The arrival of the COVID-19 virus pandemic made it impossible for schools to operate in person for an indefinite period, changing the way of teaching and impacting the learning and mental health of the school community. After the pandemic, it was observed that students returned emotionally weakened, more insecure, and dependent on parents and teachers, presenting high levels of anxiety, concentration difficulties, and limitations in emotional regulation. Studies indicate that a large portion of students manifested symptoms of anxiety and depression, in addition to impairments in attention and study organization, resulting from the changes imposed by remote learning and social isolation (Instituto Ayrton Senna, 2022; Corrêa et al., 2022; Abed, 2020).

In this sense, it becomes essential for the school institution to promote the development of socio-emotional skills, contributing to students establishing more balanced relationships with themselves and with others. School work, according to Libâneo et al. (2008), implies the creation of organizational and methodological forms of enabling education, allowing the school to fulfill its social function of ensuring the appropriation of scientific and cultural knowledge. The National Common Curricular Base (BNCC, 2018) highlights the importance of developing socio-emotional skills, which should be articulated in the teaching and learning process so that children and adolescents are capable of identifying their strengths and weaknesses, dealing with emotions, and maintaining physical health and emotional balance.

However, recent studies, such as the one conducted by Magnago et al. (2025), indicate that fragilities in the educational context may be related to the insufficiency of effective public policies and the disconnect between school content and the reality experienced by students. In contrast, pedagogical approaches that prioritize welcoming, strengthening interpersonal relationships, and using active methodologies tend to favor student engagement and the rebuilding of bonds with the school. For the development of these competencies in the educational context, the adoption of an integrated approach is fundamental, involving both effective public policies and innovative pedagogical practices (Franco; Hargraves; 2020), addressing students’ cognitive and emotional needs.

It is in this scenario that mindfulness is inserted, a practice with roots in Buddhist meditation, adapted to the Western context as a therapeutic and personal development approach. According to Kabat-Zinn (2018), mindfulness, or full attention, is the awareness cultivated by means of intentional focus on the present moment, free of judgments. It is a personal development technique that seeks to achieve a state of presence and awareness of the body and mind. Giroto-Guedes et al. (2023) complement that mindfulness can be understood as mental training aimed at developing central psychological skills, especially emotional and attentional self-regulation, promoting greater awareness of internal experiences (Kabat-Zinn, 1990; 2003).

The interface between mindfulness and psychology is justified by the common goal of reducing suffering through self-knowledge (Shapiro & Weisbaum, 2020). Evidence indicates that the practice of mindfulness is associated with reduced stress, rumination, and mental distraction, in addition to contributing to psychological well-being (Blanke et al., 2020; Giroto-Guedes et al., 2023). Neuroscience studies indicate changes in brain patterns related to emotional regulation in practitioners (Lutz et al., 2014), and scientific literature reinforces that this practice involves not only the self-regulation of attention but also the adoption of an acceptance stance towards internal experiences, contributing to emotional balance (Demarzo et al., 2015; Menezes; Bizarro, 2015). From a scientific point of view, the effects of mindfulness can be understood in light of the concept of neuroplasticity, which refers to the brain’s ability to modify itself based on repeated experiences (Scott et al., 2017; Herholtz; Zatorre, 2012 apud Gardini, 2023).

Given this context, it becomes relevant to understand how the practice of mindfulness can contribute to the learning and development of socio-emotional skills in the school environment. This investigation, by analyzing the experience of a private school in São Paulo, seeks to offer practical subsidies for the incorporation of mindfulness strategies into educational daily life. Therefore, the present research aimed to describe how the practice of mindfulness was incorporated into the pedagogical routines of the analyzed school, identifying, in institutional records, evidence of its impact on the attention, behavior, and engagement of students in the final years of Elementary School, and analyzing, through a case study based on observation and documentary analysis of pedagogical practices, how these practices contributed to the development of socio-emotional skills, such as self-regulation and empathy, reflecting on the potential benefits and challenges of the continuous implementation of mindfulness in the school context.

2. Material and Methods

The research was characterized as a single case study, of an applied nature and qualitative approach, with descriptive and analytical objectives (Prodanov; Freitas, 2013). The methodological design was based on the triangulation of sources, using bibliographic research, documentary analysis, and institutional participant observation.

Participant observation, according to May (2001), involves the establishment of a lasting relationship between the researcher and the group in their natural setting to develop scientific understanding.

The study was conducted in a private school in São Paulo (referred to as School A), with a sample of six classes from the final years (6th, 7th, and 8th grades) of Elementary School, totaling an average of 20 students per class. The selection of the institution and classes was by convenience, due to the researcher’s role as a Portuguese Language teacher at the unit.

The data were constructed from three main sources: field diary records prepared by the researcher during and after classes; analysis of school documents (behavioral records, activity organization, and collective academic performance); and informal reports from students, guardians, and teachers.

Data Collection Procedures

For the analysis of the impact of mindfulness practices in the school routine, the following procedures were adopted:

1. Intervention Protocol: Mindfulness exercise routine applied at the beginning of Portuguese classes, with details on the frequency and duration of the sessions.

2. Participant Observation: The researcher followed the routines of the practices, recording in a reflective field diary her perceptions of the collective behavior of the class, focusing on indicators of engagement, concentration time, noise reduction, and the group’s emotional climate during academic activities.

3. Documentary Analysis: Data collection from institutional records (lesson plans and pedagogical monitoring reports) and analysis of the guidelines of the National Common Curricular Base (BNCC) and the Law of Directives and Bases (LDB) related to socio-emotional competencies.

The data analysis followed the technique of thematic content analysis (Bardin, 2011). The documentary data on performance and behavior were treated in an aggregated manner, converting individual information into indicators of overall class achievement, to identify categories related to learning and collective well-being, without exposing sensitive data.

The research observed the principles of confidentiality and secrecy, aligning with the guidelines of the program’s Manual of Instructions and Norms. The study falls under the hypotheses for exemption from registration and analysis by the CEP/CONEP system, according to the sole paragraph of Art. 1º of CNS Resolution n° 510/2016, as it investigates situations of professional practice with descriptive observations and aggregated institutional records, without individual identification. The anonymity of the students and the institution (School A) was fully preserved, with no collection of images, audios, or names. Ethical feasibility was ratified by obtaining the School Directorate’s Term of Consent and by completing the Ethical Guidance Form (FDE) in the institutional system.

The work utilized the Artificial Intelligence (AI) tool ChatGPT for grammatical review and topic structuring, with the generated content being reviewed and validated by the author, who assumes full responsibility for the accuracy, originality, and academic integrity of the information presented.

3. Results and Discussion

Description of the implementation of mindfulness in the studied context

During the 2025 academic year, a pedagogical intervention based on mindfulness practice was implemented with students from the 6th to 8th grade of Elementary School, in the Portuguese Language classes of the researcher. The practice occurred systematically, with an average frequency of once a week and a duration of 5 to 10 minutes per session. The main technique employed was conscious breathing, guided by the teacher with verbal instructions for attention to the present moment. The interventions were carried out at strategic points in the routine, such as at the beginning of classes, after breaks, after Physical Education classes, and before evaluative activities, especially in the Portuguese Language subject.

An increase in anxiety and nervousness levels was observed among students during the Knowledge Analysis Activities (AAC), which account for 35% of the final grade. Given this, mindfulness practice was conducted daily before the start of these assessments in the researcher’s classes. The process began in the first academic week with discussion circles to introduce the concept of mindfulness, with practices gradually incorporated into the routine.

Mindfulness and socio-emotional skills development

Participant observation records indicated progressive changes in student behavior regarding emotional regulation. Initially, there were frequent manifestations of anxiety, agitation, and difficulty in dealing with errors. With the continuation of the practice, a greater capacity for self-regulation was observed, evidenced by more balanced responses to frustrations and greater persistence in tasks.

Regarding attention and focus, field diary data indicated an increase in engagement time in activities that required concentration and a reduction in distracting behaviors. Documentary analysis of academic productions reinforced this perception, indicating improvement in notebook organization, greater task completion, and increased clarity in written responses, aspects associated with the development of executive functions. The classroom climate also improved, with a decrease in disruptive behaviors, such as side conversations and restlessness, especially on practice days, a fact corroborated by reports from other teachers.

The analysis of aggregated academic performance data, considering class averages, indicated a trend of improvement in school performance. However, it was not possible to establish a direct causal relationship between the practice of mindfulness and academic performance, due to the interference of multiple factors. Reports from guardians, obtained in school meetings, indicated perceptions of changes in student behavior in the family environment, such as greater tranquility and better organization for school activities, suggesting the amplification of the practice’s effects beyond school.

During practice, some students, even without Special Educational Needs (SEN), showed difficulty maintaining attention, opening their eyes or handling notebooks. However, many reported being able to clearly imagine the instructions, feeling more focused and prepared for assessments after the practice. Some students even fell asleep during the activity. Many students, with or without SEN, reported greater body awareness after Physical Education classes, with the practice of mindfulness promoting a sense of balance and relaxation.

Mindfulness and its application with students with Special Educational Needs

Adherence to the practice of mindfulness was not homogeneous among all students. A student with Autism Spectrum Disorder (ASD) chose not to participate directly, but remained involved in other actions without causing disruption. Another student with ASD, level 1 support and excellent intellectual level, resisted participation, seeking to draw attention with disruptive behaviors, and was taken to the coordination.

In another case, a student with ASD, support level 1 and excellent intellectual level, initially resisted, claiming difficulty concentrating. However, she gradually adhered to the practice, participating normally after a few weeks, even sleeping deeply in one session. On the other hand, a student with ASD, support level 2 and low intellectual level, who frequently became dysregulated with episodes of physical aggression, always participated in mindfulness practices without resistance. It was observed that, after the practice, he returned to activity calmer and more emotionally regulated. These cases suggest that mindfulness practice can be an auxiliary resource for self-regulation, reinforcing the need for inclusive pedagogical strategies and considering the singularities of students.

Sharing of Mindfulness practices with the school team

The researcher shared the benefits and the mindfulness technique with other teachers in pedagogical meetings, highlighting the importance of conscious breathing and the use of relaxing resources for calmer classes. Despite the observed benefits, there was significant resistance from the other teachers to adopt these strategies, with the practice remaining restricted to the researcher’s classes. Limiting factors included lack of interest, time, and familiarity with the technique, indicating the need for investment in continuing education. At the request of the management team, the researcher conducted training sessions with the assistants who work with students with special educational needs (SEN), equipping them to use mindfulness strategies in students’ emotional management.

Articulation between research results and the scientific literature on mindfulness

The practice of mindfulness, with roots in ancient meditative traditions (Wallace, 2011; Kalra et al., 2018), has been adapted to the Western context, focusing on self-regulation and full attention (Cardoso et al., 2004; Wullstein, 2009). Giroto-Guedes et al. (2023) define mindfulness as mental training to develop psychological skills, especially emotional and attentional self-regulation, by paying intentional attention to the present moment, without judgment (Kabat-Zinn, 1990; 2003).

The interface between mindfulness and psychology seeks to reduce suffering through self-knowledge (Shapiro & Weisbaum, 2020). Empirical studies associate the practice with reduced stress, rumination, and mental distraction, in addition to contributing to psychological well-being (Blanke et al., 2020; Giroto-Guedes et al., 2023). Neuroscience research indicates changes in brain patterns related to emotional regulation (Lutz et al., 2014), and mindfulness-based interventions have been applied for depression relapse prevention (Farb et al., 2018), improved sleep quality (Garcia et al., 2018), and stress regulation in students (Carpenter et al., 2019).

The results of the present intervention, which indicated improvement in attention and emotional regulation, align with the literature that describes mindfulness as the ability to direct attention to the present moment intentionally and non-judgmentally (Kabat-Zinn, 2003), fostering awareness of thoughts and emotions (Demarzo et al., 2015; Menezes; Bizarro, 2015). The effects can be understood through neuroplasticity, where systematic practices promote brain changes that influence cognitive and emotional processes (Scott et al., 2017; Herholtz; Zatorre, 2012 apud Gardini, 2023).

The Mindfulness Based Stress Reduction (MBSR) program, developed by Kabat-Zinn, integrates meditative practices with clinical and psychological approaches, demonstrating efficacy in stress reduction and mental health promotion (Kabat-Zinn, 1982; Praissman, 2008 apud Gardini, 2023). MBSR, which includes meditation and body scan, contributes to attentional control and psychological well-being (Goleman, 2012; Shapiro et al., 2005 apud Gardini, 2023). Structured mindfulness trainings are associated with improvements in attention, decision-making, and emotional regulation (Gautam; Mathur, 2021; Kral et al., 2017 apud Gardini, 2023), findings that offer subsidies for the school context.

In the educational context, mindfulness practices have demonstrated positive impacts on attention, academic performance, and interpersonal relationships, in addition to assisting in the management of difficulties such as Attention Deficit Hyperactivity Disorder (Broderick & Metz, 2009; Zylowska et al., 2008). Programs such as Mindfulness-Based Programs (MBPs) promote the development of competencies such as attention, emotional self-regulation, and compassion (Giroto-Guedes et al., 2023). Literature reviews reinforce the effectiveness of these programs in reducing stress and psychological suffering, with lasting benefits (Mouzinho et al., 2018).

Gross’s (1998a; 1998b) model of emotional regulation indicates that mindfulness acts on antecedent processes, favoring attention to the present moment and reducing automatic reactivity. For students with SEN, especially ASD, the literature points to contributions of mindfulness in emotional regulation and reduction of behaviors associated with anxiety (Ridderinkhof et al., 2018). Brazilian research, although incipient, indicates its potential as a complementary pedagogical strategy (Demarzo et al., 2015; Menezes; Bizarro, 2015), converging with the findings of this study by suggesting that the practice can support emotional management and school adaptation.

Despite the promising results, the literature points to challenges related to the conceptual definition and methodological standardization of mindfulness studies (Giroto-Guedes et al., 2023), highlighting the need for more consistent investigations. The obtained results, analyzed in light of the methodological procedures, indicate that the practice of mindfulness contributed to improvements in emotional regulation, attention, and classroom climate, configuring itself as a relevant pedagogical strategy, although its effects should be understood in a contextualized and non-deterministic manner. The expansion of research, especially in basic education, and theoretical deepening are fundamental to consolidate the field and guide pedagogical practices.

The study results indicated that the practice of mindfulness contributed positively to the reduction of stress, the improvement of attention, and the development of emotional regulation in students, reflecting in greater engagement in school activities. These benefits were observed both in students without a diagnosis of specific educational needs and in those with SEN, evidencing the inclusive nature of the practice. The insertion of mindfulness in the school context is configured as a relevant pedagogical strategy, capable of promoting improvements in students’ behavior and learning, strengthening emotional balance and interpersonal relationships in the school environment.

4. Conclusion

This research sought to describe the incorporation of mindfulness practice into the pedagogical routines of a private school, identifying its impact on the attention, behavior, and engagement of students in the final years of Elementary School, in addition to analyzing its contribution to the development of socio-emotional skills. It was found that the systematic application of conscious breathing, especially before assessments, favored the reduction of anxiety and agitation among students. An increase in emotional self-regulation capacity, greater persistence in tasks, and improvement in the organization of academic productions were observed, indicating an enhancement of executive functions. The classroom climate also benefited, with a decrease in disruptive behaviors. These effects were noted in students without specific educational needs as well as in those with Autism Spectrum Disorder, suggesting the inclusive potential of the practice. The main contribution of the study lies in demonstrating that the insertion of mindfulness in the school environment constitutes a relevant pedagogical strategy for the development of socio-emotional skills and for the improvement of the teaching-learning process.

However, the research identified limitations, such as the impossibility of establishing a direct causal relationship between mindfulness practice and academic performance, given the influence of multiple factors. Furthermore, adherence to the practice was not homogeneous among all students, and there was significant resistance from other teachers to adopt the technique, motivated by a lack of interest, time, and familiarity. Faced with these challenges, the need for investments in continuous training for teachers is suggested, aiming to broaden the understanding and application of mindfulness in the educational context. It is also recommended to expand research, especially in basic education, and to deepen the theoretical understanding of mindfulness’s mechanisms of action, in order to consolidate the field and guide more well-founded and effective pedagogical practices. The instrumentalization of assistants who work with students with special educational needs, as carried out in this study, points to a promising path for the dissemination of the practice.

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Article originating from a Final Course Work on Neuroscience and Learning in Education

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