Impact of a time perspective and mindfulness-based intervention on emotional regulation in adolescents with special educational needs: A phenomenographic study

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.