Yoga, Meditation, and Mindfulness: Development of Socioemotional Skills and Executive Functions in the School Environment

Ana Beatriz Rodrigues de Castro; Kelly Beatriz Danelon Anselmo

DOI: 10.22167/2675-6528-202602641

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

This study investigated the potential of yoga, meditation, and mindfulness practices as pedagogical strategies for developing socioemotional skills and executive functions in 3rd-grade elementary school children. The objective was to analyze how these practices contributed to the students’ integral development within the school context. A quasi-experimental design was adopted, with a mixed approach (qualitative and quantitative), involving two groups: an intervention group, which participated in four weeks of contemplative practices, and a control group, which maintained the usual pedagogical routine. Data were collected through questionnaires applied in pre and post-tests, students’ graphic productions, teacher records, discussion circles, and a logbook. The analysis combined descriptive statistics and content analysis, with data triangulation. The results indicated improvements in attention, perception of calmness, and interpersonal relationships in the intervention group, as well as greater engagement and use of self-regulation strategies in different contexts. In the control group, maintenance or a slight reduction in some indicators was observed. It was concluded that contemplative practices proved to be a viable and significant strategy for socioemotional and attentional development in the school environment, contributing to a more integrated and humanized education.

Keywords: Mindfulness; Integral education; Neuroeducation; Contemplative practices; Emotional regulation.

1. Introduction

Meditation is an ancient practice that has gained recognition in the scientific field, especially for its beneficial effects on physical, mental, and emotional health. Neuroscience studies show that regular practice is associated with strengthening the prefrontal cortex, the brain region responsible for decision-making, attentional focus, and emotional regulation. Additionally, a reduction in the activity of the amygdala, a structure linked to fear and stress, is observed, which favors balance and resilience (GOLEMAN; DAVIDSON, 2018; COSENZA; GUERRA, 2011). These effects are directly related to neuroplasticity, which is the brain’s ability to create and reorganize connections throughout life (SIEGEL, 2012).

From this perspective, the neuroscience of learning offers subsidies to understand the complex relationship between cognitive, emotional, and behavioral processes involved in learning. Executive functions, which include attention, working memory, inhibitory control, and cognitive flexibility (DIAMOND, 2013; ZELAZO; LYONS, 2012), stand out in this context. Such processes are fundamental for the child to organize their behavior, regulate emotional responses, and direct attention to goals, constituting a relevant neurocognitive basis for learning and self-regulation in the school environment.

In the educational context, the relevance of these practices dialogues with the general competencies of the National Common Curricular Base (BNCC), which emphasize self-knowledge, empathy, cooperation, and responsible decision-making (BRASIL, 2017). Thus, yoga, meditation, and mindfulness emerge as pedagogical strategies with the potential to promote students’ attention, self-regulation, and social integration.

Mindfulness, or full attention, is defined as the ability to maintain awareness in the present with acceptance and without judgment (KABAT-ZINN, 2005). Meditation, in turn, from the Latin

to meditate

, means self-oriented, and encompasses several techniques that favor focus and self-regulation (MENEZES; DELL’AGLIO, 2009). Yoga, originated from Sanskrit

yuji

, which means “union”, is recognized as a psychophysical practice that integrates body and mind, involving postures, breathing techniques, and meditation, contributing to emotional balance and body awareness (DEVEZA, 2013).

National and international research shows that these practices can strengthen executive functions, such as working memory, inhibitory control, and cognitive flexibility, in addition to developing socio-emotional skills, including empathy, self-regulation, and cooperation (DIAMOND, 2013; ZELAZO; LYONS, 2012; DE-CARVALHO, 2024; FLOOK et al., 2010; GUIMARÃES et al., 2020; ORTIZ et al., 2023; RAHAL, 2018; REIS, 2020; SCHONERT-REICHL et al., 2015; TATTON-RAMOS, 2016). In a scenario where children face increasing exposure to stress, anxiety, and concentration difficulties (CURY, 2015; GOLEMAN, 1995), the school is configured as a privileged space for the implementation of these practices.

In this scenario, exploring the impact of yoga, meditation, and mindfulness practices in the school environment represents an opportunity to combine scientific evidence, curricular demands, and innovative pedagogical experiences. The present research proposes to systematically investigate how a contemplative intervention can influence the socioemotional and cognitive development of students in Elementary School I. Thus, the general objective of this study was to investigate how integrative practices of yoga, meditation, and mindfulness can contribute to the development of socioemotional competencies and executive functions in 3rd-grade elementary school students, within the school context.

2. Material and Methods

This research was characterized as a quasi-experimental study, of an applied nature, with a mixed methodological approach, integrating qualitative and quantitative elements. The design was selected to allow comparison between an intervention group and a control group, respecting the pre-existing school organization and without individual randomization of participants.

The mixed approach was adopted to provide a comprehensive understanding of the phenomenon investigated, combining the quantitative analysis of data collected in pre and post-tests with qualitative records from participants’ observations and perceptions (CRESWELL; CRESWELL, 2021). This method allowed for the exploration of both the magnitude and depth of possible changes.

The study was conducted in a municipal public school located in the interior of the state of São Paulo, which serves children from Elementary School I. Third-year classes, composed of children between eight and nine years old, participated in the investigation. The final sample for analysis totaled fifteen students.

The participants were divided into two groups: the Intervention Group (IG), which received yoga, meditation, and mindfulness practices, and the Control Group (CG), which maintained the school’s usual pedagogical routine. At the time of the pre-test, the IG had twelve children and the CG had seven. In the post-test, there was a sample reduction, with ten participants in the IG and five in the CG.

The inclusion criteria for students were: active enrollment in the school, minimum attendance of 75% of the intervention sessions (for the IG), formal authorization from guardians through the Informed Consent Form (TCLE), and assent from the students themselves. Students without consent, with medical contraindications for yoga postures, or who refused to participate in data collection activities were excluded.

The pedagogical intervention lasted for four consecutive weeks, with meetings held twice a week during regular classes. Each contemplative practice session lasted between 20 and 25 minutes, totaling approximately 40 to 45 minutes per meeting, including time for organization and listening.

The practices were organized around socio-emotional thematic axes, aligned with the general competencies of the National Common Curricular Base. In the first week, the focus was “I know myself”, with abdominal breathing, sun salutation sequence (Surya Namaskar), and relaxation (Savasana). The second week, “I calm myself”, included 4-4 breathing, animal breathing, child’s pose (Balasana), butterfly pose (Baddha Konasana), tree pose (Vrksasana), bamboo pose (Uttanasana), and relaxation (Savasana).

In the third week, the theme “I am brave” addressed guided visualization, “ha” breath, warrior pose (Virabhadrasana I, II, and III), and relaxation (Savasana). The fourth week, “I put myself in the other’s shoes,” involved meditation, mindful listening exercise, open heart pose (Anahatasana), camel pose (Ustrasana), and relaxation (Savasana). The activities were conducted in an adequate space, using mats, a timer, and, when necessary, ambient music.

Data collection was carried out at two points in time: pre-test (T0), immediately before the intervention began, and post-test (T1), immediately after the four weeks of practice. The same set of instruments was applied to both groups (IG and CG) to allow for comparability of results, while complementary instruments were used exclusively with the IG for qualitative deepening.

The data collection instruments included: a simple questionnaire for students, applied in a self-explanatory version and mediated by the researcher, with a three-point frequency scale (Always, Sometimes, Never) for items on perception of calm, attention, use of breathing techniques, enjoyment of practices, and social interaction.

Additionally, graphic production with a caption was used, in which students drew a picture and completed the sentence “When I want to calm down, I ______”. This resource sought to capture subjective dimensions of the children’s experience, complementing the information from the questionnaires.

A questionnaire for the lead teachers was applied in pre- and post-tests, aiming to capture the teachers’ perception of possible changes in students regarding attention, self-regulation, coexistence, and empathy. The responses were given on a three-point scale (Yes, No, Partially), with space for qualitative comments.

For the Intervention Group, the researcher kept a logbook throughout the entire period, recording aspects such as engagement, attention to instructions, active participation, signs of calm/relaxation, and occurrence of conflicts. At the end of the intervention, discussion circles were held with open and semi-structured questions, recorded in audio and subsequently transcribed.

The data analysis adopted a mixed approach. For the quantitative data from student and professor questionnaires, simple descriptive statistics were performed, with calculation of absolute and relative frequencies of the responses, allowing comparison between groups and between pre- and post-test moments.

Qualitative data, from the discussions in the conversation circles, the observations in the logbook, and the graphic productions, were submitted to content analysis, according to Bardin (2016). The process involved pre-analysis, material exploration through categorization into thematic axes related to socio-emotional competencies and executive functions, and treatment and interpretation.

Data triangulation was employed, integrating the quantitative responses from the questionnaires, the researcher’s qualitative records, and the faculty perceptions. This procedure aimed to strengthen the internal validity of the research, allowing for a more comprehensive and consistent analysis of the intervention’s effects.

The research project was submitted and Approved by the Research Ethics Committee (CEP), under Resolution CNS No. 510/2016, with CAAE: 94453125.0.0000.9927. All ethical principles applicable to research with human beings were rigorously followed, ensuring voluntary participation, anonymity, and confidentiality of the collected information.

3. Results and Discussion

The research sought to understand the contribution of yoga, meditation, and mindfulness practices to the socioemotional development and executive functions of 3rd-grade elementary school children. The intervention, quasi-experimental in nature and with a mixed approach, involved two groups: an intervention group (IG) and a control group (CG). Initially, 46 students were enrolled in the selected classes; however, after the consent process from guardians and assent from students, the final sample for analysis comprised fifteen students, with ten in the intervention group and five in the control group. This sample reduction, although a limitation, allowed for an in-depth analysis of the participating cases.

The low adherence of guardians was an observed factor, with the school management team reporting a recurrence of little participation in meetings. Additionally, the research theme, which involved yoga, meditation, and mindfulness, was associated by some guardians with religious issues, which influenced non-adherence. This aspect highlights the need for greater scientific dissemination about the secular nature and benefits of these practices for integral child development, as discussed in the literature on the insertion of contemplative practices in the school environment (RAHAL, 2018).

The pedagogical intervention consisted of eight meetings, held twice a week over four weeks, with an average duration of twenty to twenty-five minutes each. The contemplative practices were structured around socio-emotional thematic axes, such as “I know myself,” “I calm myself down,” “I am brave,” and “I put myself in the other’s shoes,” aligned with the general competencies of the National Common Curricular Base (BRASIL, 2017). The organization of materials and the movement to the court were carried out by the students themselves, promoting autonomy and engagement from the beginning of the activities.

During the meetings, the researcher kept a logbook, recording observations on engagement, attention to instructions, active participation, signs of calm and relaxation, and the occurrence of conflicts. Initial records indicated that, on the first day, the students in the intervention group had difficulty with spatial organization and a high level of agitation. However, after the guidance, there was a rapid adaptation, and in subsequent meetings, the students demonstrated greater autonomy in organizing the mats and improved readiness for the start and end of activities.

Throughout the interventions, the logbook revealed consistent student engagement, with active participation and recurring signs of relaxation. On two specific occasions, minor conflicts occurred, which were mediated through dialogue and spontaneously resolved among the students themselves, without disrupting the dynamics of the practices. These episodes are considered compatible with child development and do not represent significant deviations in the process. It was also noted that students frequently began the practices in a state of agitation and finished them calmer, indicating an immediate effect of the activities on their emotional state.

Content analysis of the discussion groups, held with the intervention group at the end of the period, revealed categories aligned with the research’s theoretical axes, such as self-regulation, attention, and self-knowledge. The children’s reports showed a perception of reduced agitation and increased relaxation, with statements like “calmer” or “more relaxed.” This perception of well-being corroborates the literature that points to the benefits of meditation and mindfulness in reducing stress and promoting emotional balance (GOLEMAN; DAVIDSON, 2018).

Evidence of the use of these practices in daily life was identified, with reports of the use of respiratory techniques at home and in situations of anger or before sleeping. This generalization of learned strategies to other contexts of students’ lives demonstrates the appropriation of the resources worked on and the potential of contemplative practices for the development of emotional self-regulation skills, a fundamental aspect for child resilience and well-being (SCHONERT-REICHL et al., 2015).

Students also reported improved concentration after the practices, indicating a possible positive impact on executive functions, especially attention. The appreciation of the activities was another highlight, with expressions of desire for the continuation of the practices in the school environment, as stated by a student: “Now that I’m taking yoga class, I’m managing to calm down a little, so I don’t want the yoga class to end, otherwise I’ll get agitated again.” This perception reinforces the relevance of the intervention for cognitive and socio-emotional development, in line with studies that point to the relationship between mindfulness and executive functions (DIAMOND, 2013; ZELAZO; LYONS, 2012).

Faculty perception: comparative analysis between groups

The perception of the teachers in charge of the classes, collected through pre- and post-test questionnaires, offered an external perspective on the changes in students’ behavior, attention, and social interaction. In the control group, a maintenance of attention and self-regulation levels was observed between the pre- and post-test, with most responses classified as “partially” or “not at all”. There was even a slight reduction in indicators of coexistence and empathy in the post-test, suggesting that the usual pedagogical routine did not promote significant advances in these dimensions during the evaluated period.

In the intervention group, although the initial scores were already higher than those of the control group, qualitative advances were observed in the post-test. The supervising teacher, for example, reported improved student attention, and there were progresses in coexistence and empathy, with responses shifting from “partially” to “yes”. The Physical Education teacher’s perception also indicated improvements in these areas. These findings corroborate the literature that highlights the role of contemplative practices in enhancing socioemotional skills and executive functions (FLOOK et al., 2010; SCHONERT-REICHL et al., 2015).

Regarding self-regulation, the results were more heterogeneous in the intervention group. While some teacher evaluations remained positive, there was a slight reduction in the perception of the Art teacher. This data suggests that self-regulation, due to its complexity and multifaceted nature, may require a longer intervention time for changes to become more consistent and noticeable in all dimensions. The literature indicates that self-regulation is a skill in continuous development, influenced by various factors (LIEW, 2012).

In general, the analysis of teacher perception indicated that the intervention group presented improvements in relevant socio-emotional dimensions, such as attention, coexistence, and empathy, while the control group maintained or even reduced its indicators. This difference between the groups reinforces the hypothesis that yoga, meditation, and mindfulness practices acted as a catalyst for the development of these skills, aligning with the study’s objective to investigate the contribution of these practices in the school context.

Student perception: descriptive quantitative analysis

The comparative analysis of students’ responses to the pre- and post-test questionnaires revealed distinct patterns between the groups. In the control group, students’ general perception of calmness at school, use of breathing in stressful situations, attention, enjoyment of relaxation practices, and coexistence demonstrated stability, with few specific variations. For example, Child 1 and Child 2 maintained the perception of “Always” in all categories, while Child 3 remained with “Sometimes” or “Never” in attention and use of breathing. No clear indicators of progress in the investigated variables were observed in this group.

In the intervention group, a trend of improvement was identified in several dimensions. There was an increase in the frequency of “always” responses related to the perception of calm, attention, and coexistence. For example, Child 1, who in the pre-test responded “Sometimes” to calm and use of breathing, moved to “Always” in calm and “Sometimes” in breathing in the post-test. Child 2, who was “Always” in calm and “Sometimes” in breathing, maintained “Always” in calm and “Sometimes” in breathing. Child 3, who was “Always” in calm and “Sometimes” in breathing, maintained “Always” in both. This indicates an expansion of the liking for relaxation practices and a greater perception of well-being.

Furthermore, the inclusion of the variable “liking for the intervention” in the post-test of the intervention group stands out, with a predominance of positive responses, indicating high acceptance of the practices by the students. Although some variables, such as the use of breathing in stressful situations, have shown changes from “always” to “sometimes” in some participants of the intervention group, the general data point to a trend of more favorable socio-emotional development in this group. This acceptance and the report of subjective benefits are crucial for the sustainability of intervention programs in the school environment (TATTON-RAMOS, 2016).

Analysis of students’ graphic productions

The students’ graphic productions, developed from the instruction “when I want to calm down, I…”, allowed for the identification of distinct patterns between the groups. In the control group, composed of five children, three maintained practically unchanged graphic responses and representations between the pre and post-tests. The self-regulation strategies already used by these students focused on spontaneous and everyday actions, such as listening to music, drinking water, covering their ears, or performing deep breathing, with small variations in the form of expression. This highlights the stability of pre-existing strategies and the absence of significant new incorporations.

A more evident change was observed in two children from the control group in the post-test, who began to mention “meditate” and “breathe” more directly in their captions and drawings. This finding is relevant because, even without direct participation in the intervention, it may indicate indirect influences from the school or social context, such as observing colleagues from the intervention group or discussing the practices in the school environment. This suggests that awareness of these techniques can spread, even if in an informal way.

In the intervention group, graphic productions revealed greater qualitative variation between the pre- and post-test, suggesting an expansion of the repertoire of strategies related to emotional self-care. In the pre-test, responses included actions such as playing, drawing, hugging affective objects, or remaining at rest. In the post-test, however, a greater presence of elements associated with the practices experienced during the intervention was observed, such as the intentional use of breathing, conscious relaxation, and the pursuit of states of stillness. This change indicates an internalization of the proposed practices.

Furthermore, some responses from the intervention group indicated greater emotional elaboration, such as the verbalization of strategies (“I take a deep breath and talk to my parents”) and the internalization of learned resources. In general, the graphic productions of the intervention group demonstrate not only the maintenance of pre-existing strategies but also the incorporation of new forms of self-regulation, in line with the practices proposed throughout the intervention. This result is an indicator of the intervention’s effectiveness in promoting the development of socioemotional skills and executive functions, according to the study’s objective.

Discussion in light of the scientific literature

The findings of this study converge with evidence from the scientific literature investigating the benefits of contemplative practices in the school environment. Reis’s (2020) dissertation points to improvements in executive functions, especially working memory and initiative, in children subjected to mindfulness interventions. Similarly, the results presented here, which indicate advances in attention and associated behavioral aspects in the intervention group, reinforce the potential of these practices for children’s cognitive development.

Studies such as Tatton-Ramos (2016) reinforce the importance of adapting practices to the school context, an aspect contemplated in this research by considering the students’ time, language, and routine. The good acceptance observed by the students in the intervention group, manifested in their reports and graphic productions, dialogues directly with these recommendations, suggesting that the contextualization of practices is a crucial factor for the success of the intervention and for the engagement of the participants.

Rahal’s (2018) review and De-Carvalho’s (2024) systematic review highlight the benefits of mindfulness practices in attention, emotional regulation, and academic performance. Although these reviews point out methodological limitations in studies in the area, such as sample size, an aspect also observed in the present study, the results obtained here, even with a reduced sample, provide empirical evidence that corroborates the general trend of benefits of these practices in the educational context.

The study by Flook et al. (2010) investigated the effects of a school-based mindfulness program on executive functions in elementary school children, using a randomized controlled trial. The results indicated that the intervention promoted significant improvements in behavioral regulation, metacognition, and global executive control, especially in children who presented greater initial difficulties. It was also observed that the gains were perceived by both teachers and family members, suggesting the generalization of effects across different contexts.

These findings highlight the potential of interventions to support self-regulatory development, a result that aligns with the improvements observed in the intervention group of this research in terms of attention, calmness, and coexistence. Complementarily, the study by Schonert-Reichl et al. (2015), conducted with elementary school children, showed that mindfulness-based intervention integrated with socioemotional learning promoted significant gains in executive functions, especially in cognitive control, in addition to improvements in physiological stress regulation.

Schonert-Reichl et al. (2015) also observed an increase in empathy, prosocial behavior, and peer acceptance, accompanied by a reduction in depressive symptoms and aggressive behaviors. These results indicate a consistent positive impact on both socioemotional development and school performance and adaptation. Therefore, similar results were found by Flook et al. (2010) and Schonert-Reichl et al. (2015), who demonstrated improvements in self-regulation, empathy, and prosocial behavior, dimensions that also showed advances in the intervention group of the present study.

The adaptation of the Kindness Curriculum (ORTIZ et al., 2023) and studies on school yoga (GUIMARÃES et al., 2020) reinforce the potential of these practices in integral development, corroborating the data found in this research. These studies demonstrate the viability and effectiveness of programs that integrate contemplative practices into the school curriculum, promoting a more holistic development of students, which goes beyond purely cognitive aspects.

From the perspective of neuroscience, according to Schonert-Reichl et al. (2015), the development of executive functions and self-regulation play a structuring role in promoting resilience and child development. These skills are directly related to the maturation of the prefrontal cortex and the quality of environmental stimuli and contexts, being associated with relevant outcomes such as prosocial behavior, academic performance, and socioemotional competencies, in addition to influencing lifelong success. In this context, the literature indicates that the incorporation of mindfulness practices can favor the development of executive functions and self-regulation in childhood, contributing to their improvement throughout the developmental process (ZELAZO; LYONS, 2012).

Understanding the effects of contemplative practices on learning can be deepened by observing the relationship between emotion and cognition. As discussed by Daniel Goleman in his book Emotional Intelligence (1995), intense emotional states, such as anxiety, irritation, or sadness, tend to compromise cognitive functioning, as they direct the individual’s attention to internal concerns, making it difficult to assimilate and process new information. This neurobiological perspective, which associates such states with amygdala activation and reduced prefrontal cortex efficiency, is fundamental to understanding the impact of practices.

By relating this understanding to the findings of the present study, it is observed that yoga, meditation, and mindfulness practices seem to have favored the regulation of these emotional states, contributing to greater attentional stability and better student engagement in activities. Thus, by promoting more balanced internal conditions, such practices may also have indirectly acted in strengthening executive functions, creating a more favorable scenario for meaningful learning. In this way, the proposed practices are configured as potentially child development-promoting stimuli, aligning with the principles of neuroeducation (COSENZA; GUERRA, 2011).

Limitations and potentialities of the study

Among the limitations of the present study, the reduced time for intervention implementation, logistical difficulties related to the school calendar, and low adherence of guardians, which resulted in a reduced sample, stand out. These factors may have influenced the depth and generalization of the obtained results. Furthermore, the association of contemplative practices with religious beliefs by some guardians highlighted the need for greater public clarification on the scientific nature of these interventions, in order to demystify and broaden acceptance in future studies.

On the other hand, the research presents important potentialities, such as the use of a mixed methodological approach, which integrated quantitative and qualitative data, and the triangulation of data from different sources (student and teacher questionnaires, logbook, and conversation circles). The insertion of the study in a real school context also strengthens its ecological validity, demonstrating the applicability of the practices in a daily educational environment. These elements contribute to the robustness of the findings, despite the sample limitations.

The results indicate that the intervention with yoga, meditation, and mindfulness showed positive effects, especially in the development of attention, coexistence, and empathy, in addition to promoting states of calm and well-being in students. Although the findings cannot be generalized due to the mentioned limitations, they reinforce the potential of these practices as pedagogical tools in the school context, aligned with the socio-emotional competencies foreseen in the National Common Curricular Base (BRASIL, 2017). Additionally, the scarcity of applied studies in Brazil, as pointed out by Rahal (2018), highlights the relevance of new research in the area, expanding scientific knowledge and contributing to educational practices more integrated with human development.

In summary, the yoga, meditation, and mindfulness intervention proved to be a promising pedagogical strategy for the development of socioemotional skills and executive functions in 3rd-grade elementary school children. Students in the intervention group showed improvements in their perception of calmness, attention, and interpersonal relationships, as well as greater engagement and use of self-regulation strategies, as evidenced by reports, graphic productions, and teacher perceptions. These findings reinforce the viability and relevance of contemplative practices for a more integrated and humanized education, aligning with the principles of neuroeducation and contemporary curricular demands.

4. Conclusion

This study investigated how integrative practices of yoga, meditation, and mindfulness can contribute to the development of socioemotional skills and executive functions in 3rd-grade elementary school students, within the school context. It was found that the intervention favored positive changes in children’s perceptions, especially regarding the feeling of calm, attention, and the quality of social interactions. These advances were more evident in the intervention group compared to the control group, which maintained or reduced its indicators. Greater student engagement and the appropriation of self-regulation strategies were also observed, with reports of using these techniques in daily life. The analysis of teacher and student perceptions, along with graphic productions, showed that the practices were recognized as significant, promoting well-being and improved coexistence. This intervention proved to be a viable and relevant pedagogical strategy for socioemotional and attentional development, contributing to a more integrated and humanized education, aligned with the general competencies of the National Common Curricular Base.

However, the study faced limitations, such as the reduced intervention time, logistical difficulties, and low adherence from guardians, which resulted in a smaller sample. The association of practices with religious beliefs by some parents also highlighted the need for greater public clarification on the scientific nature of these approaches. Despite these restrictions, the research, due to its mixed methodological approach and data triangulation, offers pedagogical subsidies for the structured incorporation of contemplative practices in the school environment. Future studies with longer duration are suggested to observe the consolidation of more complex skills, such as self-regulation, and the expansion of the sample, contributing to the scarce applied literature in Brazil and to the advancement of scientific knowledge in the area of neuroeducation.

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