Mindfulness in the emotional regulation of educational contexts

Abstract

Summary Currently, society is increasingly aware of the comprehensive well-being of people, especially children, adolescents, and young people, which involves addressing the physical, mental, and emotional aspects. From this perspective, in Ecuador's education system, socio-emotional aspects are considered in planning from early childhood education to high school, providing the essential content and strategies for emotional regulation. There are various techniques and practices that can be used for emotional regulation, such as Mindfulness, which involves a relaxation practice and connection between the mind, body, and soul in the present moment; for this reason, its application is increasing in education. However, the approach to this emotional domain is limited when it comes to addressing socio-emotional conflicts such as aggression, exclusion, and lack of interest in learning, which are very common among children, adolescents, and young people. From a comprehensive approach, the objective is to design a workshop through the practice of Mindfulness for emotional regulation in educational contexts; using the qualitative research paradigm based on participant observation, document analysis, interviews, and information triangulation. The results show that after the implementation of the workshop, there is an improvement in social relationships, better emotional management for decision-making, a reduction in stress and anxiety, increased resilience, among other aspects that benefit the educational environment. In conclusion, the practice of Mindfulness has various benefits in emotional regulation, facilitating concentration on the present.