Cognitive Abilities in the Learning of Children in Residential Care: Toward the Development of Their Potential

The study sought to identify, describe, and correlate cognitive learning abilities among a group of 34 male children, aged 9–13, residing in care facilities. Employing a non-experimental, cross-sectional, quantitative approach with a descriptive and correlational focus, the research revealed an incomplete consolidation of numerical facts memory and the phonological reading pathway in the participants. In response to these findings, the study proposes a psychoeducational intervention model that emphasizes neuroeducation and socio-emotional education. This model represents a pioneering strategy in Mexico, aiming to enhance cognitive abilities by leveraging strengths and adopting a perspective grounded in human rights, inclusion, and interculturality.