An Analysis of Self-Concept in Students With Compensatory Education Needs for Developing a Mindfulness-Based Psychoeducational Program

Abstract

Education should encourage cognitive and emotional development in students with special educational needs, embracing how each student sees themselves. As such, mindfulness is a learning experience that entails significant emotional well-being, learning, and physical and mental health benefits for those who engage in this practice. The study analyzed perceptions of self-concept in students with compensatory education needs at primary school level ( n = 26); this descriptive–correlational study was conducted by means of the “Multidimensional Self-Concept scale.” The respondents reported positive levels of self-concept in peer relations, physical appearance and physical ability, and academic self-concept in mathematics. Furthermore, correlations between the different factors of the scale were observed, thus favoring the subsequent design and implementation of a mindfulness intervention.