Impact of a time perspective and mindfulness-based intervention on emotional regulation in adolescents with special educational needs: A phenomenographic study
Cristián Oyanadel, Catalina Aguayo-Velozo, Valentina Álvarez-Quiroz, Fernanda Cravero, Javiera Palma-Navarrete, Javiera Rojas-Farias, Matilde Rubilar-Chávez
Time & Society October 22, 2026 DOI: 10.1177/0961463x261498443 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 29 |
| Population | Six adolescents with Special Educational Needs (SEN) in the School Integration Program, five parents, and 18 education professionals from three schools in the Biobío region of Chile |
| Topics | Meditation |
| Key findings | Participants evaluated the combined time-perspective and mindfulness intervention positively, reporting acquisition of breathing techniques, improved emotional recognition, and enhanced emotion management, with teachers observing behavioral improvements in students. Students displayed negative past and fatalistic present perspectives linked to regulatory difficulties, contrasting with optimistic future perspectives. The authors conclude the integration appears effective for adolescents with SEN and recommend emphasizing parental involvement and curriculum integration. |
Abstract
Adolescence represents a period of significant changes across multiple domains. In Chile, approximately 500,000 adolescents have Special Educational Needs (SEN) and face compounded challenges in emotional regulation. Integrating time perspective flexibility with mindfulness practices offers a promising approach for supporting emotional intelligence development. This study explored the effects of an intervention combining time perspective and mindfulness on emotional regulation in adolescents from the School Integration Program in the Biobío region of Chile. A phenomenographic qualitative design with reflexive thematic analysis was employed. Participants included six adolescents with SEN, five parents, and 18 education professionals from three schools. Data were collected through six individual episodic interviews and five discussion groups. Findings indicate positive evaluation of the intervention, including the acquisition of breathing techniques, improved emotional recognition, and enhanced emotion management. Students displayed negative past and fatalistic present perspectives linked to regulatory difficulties, contrasting with optimistic future perspectives. Teachers observed behavioral improvements in students. Overall, the integration of flexible time perspective and mindfulness appears effective for adolescents with SEN, and future interventions should emphasize parental involvement and curriculum integration.
Comparable studies
Other qualitative studies on meditation, most cited first.
Citations in the library
Cites 4
- A Longitudinal Study of Students' Perceptions of Using Deep Breathing Meditation to Reduce Testing Stresses Teaching and Learning in Medicine June 19, 2007
- Neurobiological Changes Induced by Mindfulness and Meditation: A Systematic Review. Biomedicines November 15, 2024
- Mindfulness Promotes a More Balanced Time Perspective: Correlational and Intervention-Based Evidence Mindfulness February 22, 2019
- The Effectiveness of Mindfulness-Based Interventions on Anxiety Disorders. A Systematic Meta-Review European Journal of Investigation in Health, Psychology and Education July 14, 2020