Mindfulness: Contributions to teacher training and practice for the development of socio-emotional skills and learning in elementary school students in Mexico.

Abstract

This study documents and supports the relationship between socioemotional skill development and its positive impact on academic performance, emphasizing teacher training as an essential requirement. Given the demands for comprehensive, quality education, mindfulness emerges as a necessary area of exploration, due to its versatility in strengthening learning and emotional well-being. The research, framed within an interpretative hermeneutic paradigm and a qualitative-documentary approach, analyzes how mindfulness in teachers improves school climate and socioemotional competencies. It highlights that, although there are advances in teacher training in Mexico, a gap persists in structured programs that limit its systematic application. The article proposes that the incorporation of mindfulness into teaching practice, with scientific and pedagogical basis, strengthens emotional self-regulation, concentration, and resilience, contributing to a humanistic and integral education that addresses the existing gap in teacher preparation.