Mindfulness como Estrategia de Regulación Emocional y Reducción de la Ansiedad Escolar
Estudios y Perspectivas Revista Científica y Académica June 30, 2026 Verónica Liliana Cano Mora, Carmen Diana Baquerizo Hidalgo, Andrea del Carmen Peña Plaza et al.
A mixed-methods study examined whether mindfulness as a pedagogical strategy can strengthen emotional regulation and reduce school-related anxiety among seventh-grade students at a public school in El Empalme, Ecuador. Before the intervention, students showed nervousness, emotional blocking during exams, and low class participation. After implementing mindfulness techniques, students improved in self-regulation, impulse control, and anxiety reduction, and developed a more positive attitude toward learning. Teachers reported a more balanced classroom atmosphere and better student interaction. The authors conclude that mindfulness is a viable and relevant pedagogical strategy for promoting emotional well-being in the school context.