Impact of brief socio-emotional microinterventions in educational settings: a literature review
DOI:
https://doi.org/10.61347/rien.v3i1.87Keywords:
Attention, education, educational contexts, learning, social-emotional micro-interventionsAbstract
In today's educational contexts, the ability to maintain attention during academic activities represents one of the main challenges to learning, due to the presence of distractions, emotional factors, and teaching methodologies that do not always favor sustained concentration. In this scenario, brief socio-emotional microinterventions are presented as pedagogical strategies that can contribute to strengthening emotional self-regulation, student well-being, and attention processes in the classroom. The objective of this research was to analyze the impact of brief socio-emotional microinterventions on student attention within educational contexts, to identify their main benefits and their contribution to the teaching-learning process. The research was conducted using a qualitative approach through a review of scientific literature related to social-emotional interventions, emotional regulation, and attention in educational settings. To this end, studies published in recognized academic databases were analyzed, which allowed for the identification of trends, methodological approaches, and relevant findings in recent literature. To this end, studies published in recognized academic databases were analyzed, allowing for the identification of trends, methodological approaches, and relevant findings in recent literature. The results show that brief social-emotional microinterventions, such as mindful breathing exercises, mindfulness practices, and emotional regulation activities, contribute to improved concentration, self-regulation, and classroom behavior.
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Copyright (c) 2026 Karen Elizabeth Macías Erazo, Sandra Verónica Mera Ponce
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