Inclusive School and the Impact of programs promoting socio-emotional Competencies Based on mindfulness in ADHD in Primary School Students

Abstract

Introduction: inclusive education is a global goal to promote the academic success of all students, regardless of their conditions or disabilities. In Portugal, Decree-Law No. 54/2018 replaced Decree-Law No. 3/2008, establishing a new legal framework for inclusive education. Aims: to assess the perception of primary school teachers in Portugal on inclusive education and the impact of mindfulness programmes on students with Attention Deficit Hyperactivity Disorder (ADHD). Method: non-experimental study with quantitative and qualitative analysis. An online questionnaire was used with 415 teachers, and a focus group was conducted with five school members in Alto Alentejo. Results: teachers perceive improvements in inclusion processes and benefits in attention, impulse control and behaviour of students, especially those with ADHD, in schools that apply mindfulness programmes. Conclusions: integrating mindfulness programmes in the primary education curriculum would be beneficial, promoting socioemotional skills and improving the inclusion of students with special educational needs