Learning potential and executive functions in children in social exclusion: Using a mediational training programme

Abstract

Aim: Growing up in conditions of social exclusion may cause scholastic and cognitive difficulties, in executive functions as well as other areas. Given the importance of executive functions, a large number of training programmes seek to improve them. This study analyses academic performance, learning potential and deficits in executive functions in children in social exclusion (SE). It also seeks to assess a mediational training programme in executive functions, applied to the group of children in SE, and to verify whether learning potential is related to programme effects. Methods: A total of 53 children between the ages of 7 and 12 participated, 26 were children in social exclusion and 27 showed typical development. Measures of executive functions (cognitive flexibility, inhibitory control, working memory) were administered to all participants; but only children in social exclusion participated in the intervention. Findings: Significant differences were found between the two groups in academic performance and executive functions. Children at risk for social exclusion were also shown to possess high learning potential. In addition, the training programme assessment was positive, since improvements are observed in the abilities trained. Limitations: We recognise the need for a larger sample and a greater number of measures, and the lack of a control group in programme application. Conclusions: The study confirms that children who live in social exclusion present scholastic and cognitive difficulties. At the same time, it underscores the importance of assessing these children’s learning potential, and for them to receive mediational training in executive functions.