Self-regulation is a critical executive function that translates into the ability to control internal states, impulses, and attentional resources. In adolescence, where impulses are strong and brain control structures are still developing, lack of self-regulation is a major cause of social conflicts and academic problems that lead to exclusion. A young person with low self-regulation may constantly interrupt, react aggressively to frustration, or be unable to persist in a group task, becoming disruptive or unreliable to peers and teachers.
The development of this skill, addressed by the project, enables adolescents to inhibit automatic responses and replace them with more socially adaptive behaviour. This includes the ability to wait their turn, handle rejection without emotional escalation, and maintain focus on long-term tasks (such as group school projects).
Self-regulation directly influences the perception of a young person’s reliability. The ability to remain calm during a crisis or to complete an assigned task makes them a valued and stable member of group dynamics. In the academic environment, it improves concentration and time management, which translates into better performance and, consequently, a lower risk of exclusion due to academic failure. By learning to modulate their behaviour and emotions, adolescents become predictable and pleasant companions, facilitating the building and maintenance of lasting relationships that are the essence of inclusion.
Reference: Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programmes, and approaches for improving executive functions that appear most promising. Cognitive Development, 40, 125–144.