Les ateliers MindMasters comme outil de promotion de la santé mentale chez des enfants de 6 à 8 ans

Abstract

Neuroscientific research highlights that promoting mental health in schools has a positive impact on students' emotional well-being and learning. Specifically, approaches based on emotional self-regulation and metacognition are recognized for enhancing concentration and stress management in children. This article examines the implementation of MindMasters workshops in classrooms with 6- to 8-year-old students to foster the development of emotional regulation and stress management strategies. The intervention is based on targeted activities aimed at raising awareness among teachers and students about the link between emotions, the brain, and learning. An action research methodology was adopted, involving the introduction of three MindMasters activities in two 4H classes, with qualitative follow-up through observations, student self-assessments, and teacher feedback. Results suggest that these workshops helped students improve self-awareness, emotional regulation, and classroom engagement. However, consistent practice and repetition appear essential for long-term effects. This study highlights the importance of structurally integrating emotional regulation practices into the school curriculum to enhance students' socio-emotional and cognitive skills.