Neuroscience And Learning In Education
October 07, 2026
Mindfulness Practices and School Anxiety in the 9th Grade in a Public School in São Paulo: Documentary Analysis
Edyléia Karenn da Silva Hashiguchi Shiraishi; Washington Maciel da Silva
DOI: 10.22167/2675-6528-202603663
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
School anxiety has emerged as a significant challenge to the integral development of 9th-grade students in public schools in São Paulo, exacerbated by academic transition, evaluation pressures, and the residual impacts of the COVID-19 pandemic. In this context, the study aimed to analyze scientific and institutional evidence regarding the effects of mindfulness practices on reducing anxiety and increasing school engagement, in line with the socioemotional competencies of the National Common Curricular Base (BNCC). The central problem consisted of identifying preventive, viable, and scientifically grounded pedagogical strategies for addressing anxiety in the context of public education. A qualitative, exploratory-descriptive approach was adopted, with documentary analysis and bibliographic research from official sources, such as MEC and UNESCO, and scientific literature indexed in the SciELO and PubMed databases, covering the period from 2018 to 2025, complemented by non-participant observation in a school setting. The results indicated that mindfulness practices showed potential for fostering emotional regulation, reducing manifestations of situational anxiety, and contributing to academic engagement, although their effects depended on contextual factors. Limitations highlighted included the scarcity of national controlled studies and the need for future empirical investigations.
Keywords: school well-being; academic engagement; emotional regulation.
1. Introduction
School anxiety has been configured as a significant challenge for the integral development of ninth-grade students of elementary school II in public schools in São Paulo. This phase is particularly sensitive, marked by the academic transition to high school, by the increased evaluative pressure associated with formal tests and assessments, and by uncertainties related to the professional and personal future.
These factors, as highlighted by Bento et al. (2023), can aggravate chronic activation of the hypothalamic-pituitary-adrenal axis, resulting in deficits in cognitive functions, such as sustained attention and working memory. Official reports, such as that from the Ministry of Education (2025), show a significant increase in mental disorders among adolescents, with a prevalence of anxious and depressive symptoms, intensified by school stressors and social isolation resulting from the COVID-19 pandemic. School anxiety, therefore, is not restricted to isolated symptoms, but encompasses affective and psychological dimensions, including stress and difficulty concentrating (Black and Fernando, 2014).
Faced with this scenario, the National Common Curricular Base (Brazil, 2017), approved in 2017, integrated socio-emotional competencies into its ten general competencies, inspired by the framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020). These competencies, which emphasize self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, are considered essential for promoting resilience and the integral development of students in challenging educational contexts.
In this context, mindfulness practices have emerged as a promising strategy. Defined as the intentional cultivation of attention to the present moment, with acceptance and without judgment (Kabat-Zinn, 2003; Vandenberghe and Sousa, 2006), they align with the BNCC for strengthening emotional regulation. Evidence suggests that mindfulness-based interventions can promote emotional regulation, reduce manifestations of situational anxiety, and contribute to academic engagement (Durlak et al., 2011; Zenner et al., 2014). Lobo (2021) emphasizes the pedagogical, rather than therapeutic, nature of incorporating mindfulness into basic education, adapted to the school routine and mediated by educators.
Despite the potential of these practices, the transposition of findings from controlled studies to heterogeneous educational realities, especially in under-resourced public schools, requires caution and institutional adaptations. The central problem of this research was to identify how mindfulness practices, as described in scientific literature and institutional documents, could contribute to the understanding and management of school anxiety in ninth-grade students of elementary school II in São Paulo public schools. The relevance of this study is justified by the author’s experience as an educator in vulnerable public contexts, where she observed the impacts of anxiety on the learning process. Furthermore, there is a pressing need for preventive strategies in the post-pandemic period that promote equity and well-being in public schools, and this research seeks to fill gaps in the practical application of the BNCC’s socio-emotional competencies, with the potential to support educational policies and teacher training. Thus, the present study aimed to analyze institutional and scientific evidence regarding the potential effects attributed by the literature to mindfulness practices in the context of school anxiety and engagement of ninth-grade students of elementary school II in Brazilian public schools, adopting a qualitative exploratory-descriptive approach, based on documentary analysis and bibliographic research of official sources and indexed scientific literature, complemented by non-participant observation in a school context.
2. Material and Methods
The research adopted a qualitative approach of an exploratory-descriptive nature, articulating documentary analysis, bibliographic review, and non-participatory observation records in a pedagogical context.
The study sought an interpretive and contextualized understanding of school anxiety in 9th-grade students of elementary school II in Brazilian public schools, in conjunction with the socio-emotional competencies of the BNCC and mindfulness practices. Documentary and bibliographic analysis constituted the main basis, complemented by non-participant observation with an interpretive function, without systematic empirical collection. The design aimed at familiarization with the topic, identification of patterns, and systematization of findings to support strategies in Brazilian public education.
Documentary, bibliographic corpus and analysis procedures
The main design was the qualitative documentary analysis of secondary data, complemented by non-participatory observation of an exploratory-descriptive nature. The primary sources examined included normative and institutional official documents, such as the National Common Curricular Base (BNCC), reports from the Ministry of Education (MEC) and the United Nations Educational, Scientific and Cultural Organization (UNESCO).
Secondary sources were indexed scientific articles, meta-analyses, systematic reviews, and empirical studies on adolescent mental health, published in the Scientific Electronic Library Online (SciELO) and Public Medical Literature Analysis and Retrieval System Online (PubMed) databases. The selection of meta-analyses focused on studies with adolescent populations in an educational context, aiming for a comprehensive analysis.
Inclusion criteria covered publications from 2018 to 2025, in Portuguese and English, publicly accessible, with direct relevance to school anxiety, socioemotional skills, mindfulness practices in adolescents, and post-pandemic neurological impacts in educational or mental health contexts. Duplicates, non-academic sources, grey literature, and materials without scientific basis were excluded. Concepts of socioemotional skills and life projects, adapted to the research scope, were also integrated into the analysis.
Quantitative information (effect sizes, heterogeneity indicators) and qualitative information (thematic patterns, intervention components, outcome moderators) were extracted from the analyzed studies, used for interpretive and analytical contextualization purposes. The socio-emotional competencies assessed included self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, according to the framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL), integrated into the BNCC. The analysis also aligned with neurobiological studies on the brain functioning of adolescents with school anxiety post-pandemic, such as that of Bento et al. (2023).
The analysis of documentary and bibliographic evidence focused on identifying convergences and divergences between institutional documents and scientific literature, specifically on school anxiety, mindfulness practices, and socio-emotional skills. Quantitative information from systematic reviews and meta-analyses, and qualitative elements from institutional reports, normative documents, and empirical studies were considered, aiming to examine educational implications, generalization limits, and adaptation possibilities to the Brazilian public school context.
Triangulation with non-participatory observation
Non-participatory observation was carried out unobtrusively in 9th-grade classes of junior high school II in a public school in São Paulo, during routine pedagogical situations, especially in evaluative activities and moments of academic transition. Behavioral patterns such as restlessness, difficulty concentrating, and spontaneous verbalizations about school performance and the transition to high school were recorded. These records supported the qualitative triangulation with data from scientific literature and institutional documents (BNCC and MEC reports), without empirical measurement or statistical generalization.
Observation criteria included behaviors associated with school anxiety, such as motor restlessness, difficulty concentrating, verbalizations of concern about performance, and avoidance of evaluative activities. Records outside the pedagogical context or that allowed for individual identification of students were excluded. The triangulation of official documents, scientific literature, and exploratory-descriptive non-participant observation broadened the interpretative consistency and analytical depth of the study.
The adopted methodology conferred analytical consistency, systematizing knowledge to support preventive pedagogical practices. Non-participatory observation enriched the interpretation, relating evidence to the school routine and assisting in the identification of gaps and paths for future investigations, including mixed designs.
Ethical aspects
Considering that the study was restricted to the analysis of secondary data of public domain, without researcher intervention in the observed pedagogical practices and without interference in the school context, and without identification of the subjects, submission to the Research Ethics Committee was waived. Such waiver is in accordance with Resolution of the National Health Council nº 510/2016, which exempts research of this nature for not implying risks to participants.
During the preparation, the author used the ChatGPT tool for support in spelling, grammar, and textual clarity review. After use, the author reviewed and edited the content, assuming full responsibility for the publication.
3. Results and Discussion
School anxiety in the 9th grade of elementary school II in public schools in São Paulo manifested itself recurrently in evaluative contexts and academic transition. The findings, from critical documentary analysis, literature review, and exploratory non-participant observation, were organized into analytical subtopics, focusing on educational interpretation, implications for public schools, limits of generalization, and the need for contextual adaptations, without the introduction of causal inferences.
Conceptual foundations: school anxiety, mindfulness practices, and socio-emotional skills of the BNCC
School anxiety was identified as a maladaptive emotional and cognitive response to the school environment, affecting 9th-grade students, a period of transitions and increased academic demands. This understanding was articulated with non-participatory observation records, which evidenced restlessness and difficulty concentrating in evaluative contexts. National and international research indicated an increase in symptoms of anxiety and depression among adolescents post-pandemic, with prevalences ranging between 20% and 40%, depending on the instruments and contexts (Delpino et al., 2022; Ma et al., 2021; Racine et al., 2021). These findings reinforced the relevance of preventive strategies integrated into the National Common Curricular Base (BNCC).
School anxiety involved affective and psychological dimensions, such as stress and difficulty concentrating (Black and Fernando, 2014), implying challenges in public schools due to overload and limited resources. Mindfulness practices were understood as intentional full attention to the present moment, without judgment, originating from meditative traditions and incorporated into behavioral medicine (Kabat-Zinn, 1982; Vandenberghe and Sousa, 2006). The literature has associated mindfulness with fostering conscious contact with immediate experience, reducing rumination and anxious anticipation.
In the educational environment, mindfulness-based interventions have contributed to the development of attention, emotional regulation, and psychological well-being of students (Durlak et al., 2011; Zenner et al., 2014). Such practices, secular and adaptable to the school environment, especially when articulated with pedagogical proposals for socioemotional skills, have shown accessibility potential in public schools. However, their implementation was conditioned by factors such as teacher training, student adherence, and institutional specificities (Lobo, 2021).
The BNCC incorporated socio-emotional skills as foundations for the integral development of students, valuing self-knowledge, self-regulation, and well-being. Evidence from the literature pointed to associations between mindfulness interventions and the development of these skills, as well as possible effects on attention and well-being in school contexts (Zenner et al., 2014). In the post-pandemic scenario, these practices have gained relevance due to the increase in indicators of emotional distress among adolescents.
Conceptual differences were identified between scientific literature and institutional documents. While the literature defined school anxiety as an maladaptive emotional and cognitive response associated with impairments in executive functions (Bento et al., 2023), the BNCC addressed it indirectly through socioemotional competencies. The concept of mindfulness, widely defined in the literature (Kabat-Zinn, 2003), was not explicitly incorporated into the BNCC as a formal practice, but its principles were implicitly identified in competencies related to self-awareness and self-management. Table 1 summarizes this conceptual comparison.
Table 1. Conceptual comparison between scientific literature and institutional documents (BNCC)
| Concept | Scientific literature | BNCC / Institutional documents | Educational implication |
|---|---|---|---|
| School anxiety | Maladaptive emotional and cognitive response, associated with stress and executive function impairments (Bento et al., 2023) | Not explicitly defined; indirectly addressed through socioemotional skills | Need for preventive strategies focused on emotional regulation in the school context |
| present moment awareness | Intentional attention to the present moment, with acceptance and absence of judgment (Kabat-Zinn, 2003) | Not explicitly mentioned; principles embedded in competencies such as self-awareness and self-management | Indirect pedagogical strategy, adaptable to teaching practice |
| Socioemotional skills | Set of skills related to emotional regulation, empathy, and decision-making (CASEL) | Mandatory curricular integration aimed at the integral development of the student (Brazil, 2017) | Structuring basis for pedagogical practices aimed at socioemotional development |
Source: Elaborated by the author, based on Kabat-Zinn (2003), Bento et al. (2023), Brazil (2017) and CASEL (2020)
Footnote: The systematization presented has an analytical and interpretive character, based on a literature review and documentary analysis. The definitions were organized for comparative purposes, not representing a literal transcription of the original documents
The comparative analysis showed that the transposition of concepts such as school anxiety and mindfulness to the educational context occurred through approximation of principles, rather than explicit theoretical adoption. Mindfulness was reframed as a pedagogical strategy for the development of self-regulation and well-being, while school anxiety was addressed preventively and integrated into educational practices, reinforcing the need for qualified teacher mediation.
Evidence from institutional documents and scientific literature
Reports from the Ministry of Education (MEC, 2025) and initiatives from the Ayrton Senna Institute indicated a worsening of the post-pandemic mental health scenario, with anxious and depressive symptoms in young people from public schools, especially in contexts of social isolation and uncertainties. These data were related to the increase in school dropout rates in vulnerable regions, highlighting the need for preventive strategies articulated with socio-emotional skills.
The BNCC (2017) incorporated the promotion of mental health in the school environment through socioemotional competencies, such as self-awareness, self-management, and responsibility, without explicitly using the term mindfulness or proposing a formal protocol. Mindfulness was understood as a pedagogical possibility compatible with the promotion of well-being and the prevention of emotional difficulties.
Studies on socioemotional learning in school contexts have identified positive impacts on emotional development and academic performance (Durlak et al., 2011). However, these proposals have faced challenges such as unequal implementation and the need for institutional adaptations (OECD, 2021). The integration of socioemotional skills into the curriculum has been associated with strengthening resilience in vulnerable contexts (CASEL, 2020; Instituto Ayrton Senna, 2022) and possible reductions in emotional disengagement.
The collaborative mapping by the Secretariat of Education of the State of São Paulo and Ayrton Senna Institute (2022) reported socio-emotional indicators associated with psychological distress, including anxiety, concentration difficulties, and emotional exhaustion. The study highlighted protective factors such as teacher support and the integration of life project actions and socio-emotional skills, associated with improved student bonding, engagement, and retention. Table 2 systematizes these indicators.
Table 2. Socioemotional indicators and associated factors in public school students in São Paulo (2022)
| Analyzed category | Characterization | Educational interpretation |
|---|---|---|
| Emotional indicators | Expressive presence of manifestations associated with anxiety, emotional exhaustion, and concentration difficulties | Potential impact on school engagement and performance |
| Symptom intensity | Variation in levels of emotional distress among students, including more pronounced manifestations in part of the sample | Need for differentiated strategies in the school context |
| Risk factors | Academic pressure, school transition, and social vulnerability | Increased exposure to school stressors |
| Protective factors | Family support, welcoming school environment, development of socio-emotional skills, and qualified teacher mediation | Possible strengthening of school engagement and retention |
| School retention | Association between socioemotional skills and school bonding | Evidence of contribution to reducing the risk of dropout |
Source: Adapted from Secretariat of Education of the State of São Paulo and Ayrton Senna Institute (2022)
Footnote: The data presented are descriptive and interpretive in nature, based on an institutional report from the Secretariat of Education of the State of São Paulo in partnership with the Ayrton Senna Institute (2022). The information does not represent direct empirical measurement in the present study, being used for analytical contextualization and educational discussion purposes, without establishing causal relationships.
These institutional associations dialogued with the records of non-participatory observation, which identified restlessness and variations in concentration in pedagogical contexts. Data from the Ayrton Senna Institute (2022) pointed to the potential of socio-emotional interventions to foster emotional regulation and school engagement, without demanding extensive institutional resources, but with the need for adaptations for large classes.
International studies on mindfulness (Vandenberghe and Sousa, 2006) have pointed to contributions in stress reduction and attention development. Systematic reviews suggested that mindfulness-based interventions could favor emotional regulation and psychological well-being (Zenner et al., 2014). Randomized controlled trials with adolescents indicated positive effects, of moderate to low magnitude, in reducing anxious symptoms (Volanen et al., 2020). Social-emotional competence programs also showed associations with improvements in emotional and behavioral functioning (Durlak et al., 2011).
Although not specifically conducted in the Brazilian context, these findings contributed to the understanding of implementation conditions, requiring caution in generalization due to structural, cultural, and resource differences. Scientific production (2018-2025) on socioemotional skills and mindfulness has increased significantly, often articulated with the BNCC guidelines.
Neuroscientific evidence (Bento et al., 2023) pointed to associations between social isolation and prolonged activation of the hypothalamic-pituitary-adrenal axis, with elevated cortisol, inferring possible implications for attentional and memory processes in the 9th grade. However, these relationships could not be generalized as deterministic. A scarcity of robust exclusively Brazilian meta-analyses on school anxiety in elementary school grades II was observed, with promising, albeit preliminary, results in executive functions and emotional self-regulation (De-Carvalho et al., 2023). International meta-analyses (2020-2025) revealed positive, but small and heterogeneous, effects of mindfulness-based interventions (MBIs).
The effect sizes, predominantly small and moderate, indicated the feasibility of preventive pedagogical adaptations in the 9th grade, with brief practices integrated into the school routine favoring emotional self-regulation aligned with the BNCC. The heterogeneity observed in the studies reinforced the need for caution in generalization and the importance of pedagogical adaptations adjusted to cultural, institutional, and age-specificities.
Given the scarcity of national Randomized Clinical Trials (RCTs), the analysis was expanded to international evidence (meta-analyses 2019-2024). Fulambarkar et al. (2023) identified small effects in stress reduction in adolescents. Dunning et al. (2019) pointed to small to moderate effects on mental health. Galla et al. (2024) evidenced null or very small effects in universal interventions, highlighting the influence of motivation and scalability. Table 3 presents the main findings of international meta-analyses, and Table 4, the national evidence.
Table 3. Main findings from selected meta-analyses on mindfulness-based interventions in school-aged adolescents
| Meta-Analysis | Population | Effect on Anxiety (g/SMD) | Interpretation | Significant Moderators | Heterogeneity (I²) | Source |
|---|---|---|---|---|---|---|
| Zhu et al. (2025) | Students (MBAIs) | Significant reduction | Small moderate (with art) | Artistic components, type of intervention | Moderate | Behavioral Studies |
| Fulambarkar et al. (2023) | School adolescents | g ≈ 0.19 | Small/insignificant | Comparison with active control | Moderate | Mental Health for Children and Adolescents |
| Dunning et al. (2019) | Children and adolescents | SMD ≈ 0.20–0.33 | Small to moderate | Universal vs. selective | 60-85% | Journal of Child Psychology and Psychiatry |
| Galla et al. (2024) | Adolescents (universal interventions) | d ≈ 0.00–0.17 | Null or too small | Motivation, scalability | High | Frontiers in Psychology |
Source: Elaborated by the author based on Zhu et al. (2025); Fulambarkar et al. (2023); Dunning et al. (2019); Galla et al. (2024)
Footnote: The Standardized Mean Difference [SMD] consisted of a standardized measure of effect size, used to enable comparison between studies that employed different assessment instruments. Negative SMD values indicated a reduction in anxiety symptoms. Effect sizes were interpreted according to Cohen’s criteria, being considered small around 0.20 and moderate around 0.50. The heterogeneity observed among the studies indicated caution in generalizing the results and reinforced the relevance of moderator analysis. Furthermore, the presence of artistic components in some interventions suggested the influence of specific structural characteristics on the identified effects.
Table 4. National evidence on mindfulness-based interventions in Brazilian school contexts
| Study / Review | Population / Focus | Main findings | Observed limitations | Source |
|---|---|---|---|---|
| Rahal (2018) | Brazilian school context, emphasis on basic education | Indicated the pedagogical potential of mindfulness in basic education, with possible benefits for attention, emotional regulation, stress reduction, and academic performance | Literature review; national evidence still incipient and dependent, in part, on international studies | Educational School Psychology |
| De-Carvalho et al. (2023) | Typical children and adolescents | It showed improvements in executive functions, such as sustained attention, inhibitory control, and emotional self-regulation | Systematic review without quantitative meta-analysis; reduced number of studies with direct focus on school anxiety | Brazilian Journal of Cognitive Therapies |
| Ridolfi et al. (2025) | High School Adolescents in Public School | Described a reduction in anxiety symptoms after a mindfulness-based intervention applied in the school context | Small sample; study limited to high school education; results still dependent on replication in other educational contexts | Focus Journal |
Source: Elaborated by the author based on Rahal (2018), De-Carvalho et al. (2023), and Ridolfi et al. (2025)
Footnote: In the analyzed corpus, national scientific production on mindfulness interventions in school contexts proved to be incipient, being mostly composed of literature reviews and exploratory studies of a qualitative or integrative nature. Among the selected studies, no robust meta-analyses with effect size calculation (g/SMD) specific to school anxiety in Elementary School II were identified.
This data reinforced the need for caution in generalization and the importance of sensitive pedagogical adaptations. Official documents prioritized preventive strategies anchored in socio-emotional skills, while international literature indicated small to moderate effects of mindfulness interventions, with ambiguities in cases of severe anxiety. National research indicated promising results in emotional regulation, but with limitations of robust studies, and individual motivation was pointed out as a relevant moderator of the effects.
Triangulation between documentary analysis, bibliographic analysis, and non-participant observation in a school context
The triangulation between documentary analysis, bibliographic review, and non-participant observation deepened the understanding of the phenomenon. The observation in a pedagogical context identified recurring behaviors, systematized in Table 5, which were articulated with official documents (BNCC, MEC reports) and scientific literature (Bento et al., 2023). This articulation favored the understanding of emotional tension patterns in evaluative and academic transition situations, without the intention of empirical measurement or statistical generalization.
Table 5. Analytical categories derived from non-participatory observation in a school context
| Aspect | Context | Analytical interpretation (triangulation) |
|---|---|---|
| Restlessness | During written assessment activities, constant fidgeting in the chair, repetitive manipulation of school objects (pencil, eraser), and frequent changes in posture were observed | Indications of situational anxiety associated with academic evaluation and performance contexts, as discussed by Bento et al. (2023) and by the socio-emotional competencies foreseen in the BNCC |
| Difficulty concentrating | In learning verification activities, frequent dispersion, interruptions in task execution, and a recurring need for attention redirection were noted | Evidence of cognitive overload impacting attentional self-regulation, in line with discussions present in institutional reports from the MEC |
| Verbalizations of concern | During in-class discussions about school transition (change of cycle/stage), spontaneous remarks related to fear, insecurity, and doubts about the academic future were identified. | Evidence of anticipatory anxiety associated with academic transition processes, manifested by verbalizations of fear and uncertainty about the school future, in articulation with socio-emotional skills from the BNCC, especially self-awareness, self-management, and life project. |
| Avoidance behaviors | In activities perceived as more complex, a delay in starting tasks, frequent requests for help, and in some cases, partial refusal to perform them were observed | Coping strategies associated with the avoidance of demands perceived as threatening, as discussed by Durlak et al. (2011) in the field of socioemotional competencies |
Source: Original research results
Footnote: The categories presented are descriptive and interpretive in nature, being used for qualitative triangulation between field records, specialized literature, and institutional documents. The records derived from non-participatory observation of pedagogical practices conducted by other teachers, with the researcher exclusively playing the role of observer, without intervention in the pedagogical context. The analytical interpretation articulated these records with theoretical and institutional references from Brasil (2017), Durlak et al. (2011), and Bento et al. (2023), without configuring quantitative data or any claim of generalization.
Non-participatory observation revealed manifestations of emotional tension in evaluative situations, such as restlessness, difficulty concentrating, and verbalizations of concern about academic transition. Avoidance behaviors in activities that demanded sustained focus were also identified. These data, interpretive in nature, reinforced findings from the literature on behavioral manifestations associated with school anxiety in evaluative contexts, dialoguing with Julião’s (2020) analytical categories on gender inequalities and social expectations.
The integrated analysis of the sources evidenced convergences on the manifestation of school anxiety in 9th-grade students, especially in evaluative contexts. The high heterogeneity of mindfulness intervention effects, with I² indices frequently above 50% (Fulambarkar et al., 2023; Galla et al., 2024), suggested the influence of contextual variables. These findings converged with observational data, which recorded restlessness, difficulty concentrating, and verbalizations related to academic performance, reinforcing the contextualized nature of anxiety.
Scientific literature has pointed out positive effects of mindfulness interventions on emotional regulation and well-being (Durlak et al., 2011), but the articulation with observational data indicated that these effects were dependent on institutional and pedagogical factors, such as the organization of assessment activities and teacher mediation. Brief and adapted interventions showed greater viability in public schools, aligned with the guidelines of the BNCC (Brazil, 2017; Ayrton Senna Institute, 2022).
However, the analysis indicated important limitations, such as the absence of standardization of practices, the scarcity of robust national studies, and the difficulty of generalizing international findings to the Brazilian context. The study highlighted as the main possibility the gradual insertion of pedagogical mindfulness practices, aligned with the socioemotional competencies of the BNCC, especially in short-duration activities integrated into the school routine. The research, of a qualitative and exploratory nature, with the absence of systematic empirical measurement, restricted causal inferences.
In summary, school anxiety in the 9th grade of elementary school II manifested recurrently in evaluative and academic transition contexts, with evidence of attentional difficulties, restlessness, and concern about school performance. Pedagogical practices aligned with mindfulness principles, although not formally institutionalized in the BNCC, were understood as preventive strategies that promote self-regulation, self-awareness, and well-being. The effectiveness of these practices was conditioned by contextual and pedagogical factors, suggesting that brief and contextualized interventions are more viable. The limitations of the study, of a qualitative and exploratory nature, restricted causal inferences but pointed to the potential of integrating mindfulness-inspired practices for academic engagement and socioemotional development in Brazilian public schools, provided they are adapted to their specificities.
4. Conclusion
The present study aimed to analyze institutional and scientific evidence regarding the potential effects attributed by the literature to mindfulness practices in the context of school anxiety and engagement of ninth-grade students in Brazilian public middle schools. It was found that school anxiety manifested recurrently in evaluative and academic transition contexts, with the identification of attentional difficulties, restlessness, and concern about performance. The findings indicated that mindfulness practices showed potential to favor emotional regulation, reduce manifestations of situational anxiety, and contribute to academic engagement, aligning with the principles of socioemotional competencies of the National Common Curricular Base. However, it was observed that the effectiveness of these practices was conditioned by contextual and pedagogical factors, suggesting that brief and contextualized interventions are more viable for the public school environment. The main contribution of the study lies in the systematization of preventive, viable, and scientifically grounded pedagogical strategies, with the potential to support educational policies and teacher training in addressing school anxiety.
As limitations, the qualitative and exploratory nature of the research, the absence of systematic empirical measurement, and the reliance on secondary and observational data were highlighted, which restricted direct causal inferences. The scarcity of controlled national studies and the difficulty of generalizing international findings to the Brazilian context, due to structural and cultural differences, were also identified. For future investigations, the development of research with mixed designs, capable of integrating qualitative and quantitative approaches, and the expansion of national studies investigating the applicability and effectiveness of these practices in different Brazilian educational contexts, considering their specificities, are suggested.
Bibliographic References
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Black, D.S.; Fernando, R. 2014. Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies 23(7): 1242-1246.
Brasil. Ministério da Educação [MEC]. 2017. Base nacional comum curricular. MEC, Brasília, DF, Brasil.
Brasil. Ministério da Educação [MEC]. 2025. Relatório nacional da Semana da Escuta das Adolescências nas Escolas. Disponível em: https://www.gov.br/mec/pt-br/escola-das-adolescencias. Acesso em: 10 set. 2025.
Collaborative for Academic, Social, and Emotional Learning [CASEL]. 2020. CASEL’s SEL framework: what are the core competence areas and where are they promoted? Disponível em: https://casel.org/casel-sel-framework-11-2020/. Acesso em: 10 set. 2025.
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