La Atención Plena Como Estrategia en la Educación Socioemocional: Percepciones de Estudiantes de Básica Secundaria y Media

Abstract

Amid recent regulatory changes that have strengthened social-emotional learning in Colombia, this study analyzes how middle and high school students perceive an educational experience based on meditation and mindfulness, implemented as part of the School Religious Education curriculum at a public school in Medellín. This qualitative study is grounded in a constructivist paradigm and employed an intrinsic case study design. Twenty students in grades 8 through 11 participated; their opinions were gathered through open-ended questionnaires, in-depth interviews, and a focus group. The analysis revealed two main categories: emotional recognition and regulation, and the potential of mindfulness within the school curriculum. The results show that students view meditation and mindfulness as strategies that promote self-awareness, the management of emotions such as stress, anxiety, frustration, and anger, and the development of skills related to empathy, social interaction, and peaceful conflict resolution. They also highlight the impact of these practices on attention, concentration, and the organization of ideas in response to academic demands. Finally, the study underscores their potential for cross-curricular integration into different areas of the school curriculum, particularly in the social sciences.