Mindfulness in the school context: Benefits and possibilities of integration

Abstract The objective of this study is to investigate the practice of mindfulness in a school context through the analysis of published works on the subject. The development of abilities in mindfulness meets the initiatives that aim to work in the school the socio-emotional capacities. The practice of mindfulness hás already been correlated with the feeling of happiness as well as the mental ramification, its opposite, correlated to higher levels of personal dissatisfaction. The methodology adopted for this article was the exploratory research with data collection through bibliographical research and from this survey Five distinct intervention programs were identified and the same were described and analyzed in this work. It concluded that the interventions studied are quite diverse in their structure and thematic of the meetings, but all show some effectiveness. Comparing the interventions with each other to identify the most effective ones has become difficult because they measure different constructs using various measuring instruments.