Mindfulness na escola
Comparative Cultural Studies - European and Latin American Perspectives June 29, 2026 Teresa Matos
Teachers of primary-school students with Attention-Deficit/Hyperactivity Disorder (ADHD) who participated in school-based mindfulness programs reported generally positive perceptions of the practice's impact. Using a mixed-methods approach—a questionnaire completed by 138 teachers and a focus group—the study found that mindfulness was seen to improve sustained attention, emotional self-regulation, and overall behavior. Teachers also noted a calmer, more cooperative classroom climate. Qualitative analysis confirmed these findings while highlighting structural limitations: insufficient curriculum time, lack of teacher training, and absence of specialized human resources. Teachers viewed mindfulness not as a replacement for other pedagogical or therapeutic strategies but as an effective complement for managing ADHD-related challenges. The authors suggest that regular mindfulness practice, integrated with adequate training and institutional support, can contribute to a more inclusive and humanized educational environment.