“…• Social-emotional learning interventions: the acquisition of cognitive and non-cognitive skills, sometimes referred to as "socio-emotional skills" or "general skills" conducive to healthy development (interpersonal skills, responsible decision-making, self-awareness, social awareness and self-control) [21][22][23][24]); • Mindfulness interventions: the capacity to "intentional self-regulation of attention from moment to moment, and other definitions have since emerged centering on focal In both ECEC settings and primary schools, the socialemotional learning interventions tend to focus on the regulation of emotions, problem-solving and coping skills, empathy, self-esteem, wellbeing, positive emotion, social capacities, building better relationships between teachers and pupils, satisfaction with one's life and overall fulfilment, while helping to protect against depression, anxiety, stress, emotional problems and negative emotions, particularly among children exhibiting symptoms of psychological disorders [22,23]. Studies analyzing mindfulness interventions have shown that such program can have beneficial effects for children, particularly by helping them to overcome emotional problems and negative emotions, and by boosting social and emotional skills, wellbeing and self-esteem, particularly in children with emotional problems or stress issues [22,25]. Yoga, regarded as encompassing aspects of mindfulness and meditation as well as physical postures, breathing and relaxation techniques, may also have positive effects in terms of reducing anxiety, depression and inhibition, while encouraging feelings of physical and psychological wellbeing, self-esteem, resilience, attention and even educational performance [26].…”