Psychologist at Agrupamento de Escolas de Esmoriz Ovar Norte; PhD Student in Forensic Sciences, Faculty of Medicine, University of Porto, Portugal.

Luis Filipe Mesquita da Fonseca is a psychologist based in Lourosa, Portugal. He works in the public school system at the Agrupamento de Escolas de Esmoriz Ovar Norte and is pursuing a PhD in Forensic Sciences at the Faculty of Medicine, University of Porto.

As a psychologist working in public education, his work centers on reducing barriers to learning and strengthening the teaching-learning process for all students. His daily practice is deeply connected to the realities of diverse and complex classrooms, where emotional, social, and cognitive factors intersect.

At the same time, he is preparing to extend this work through doctoral research, investigating how neurogenetic factors and digital engagement shape student behavior and executive functioning. Beyond the classroom, he advocates for inclusive STEAM education and climate resilience, seeking to empower learners through interdisciplinary approaches that combine science and creativity.

Description of his work

His work sits at the intersection of school psychology, neuropsychology, and inclusive education, bringing together mental health support, evidence-based teaching strategies, and research on how neurobiological and digital factors shape learning and development.

– He works as a school psychologist supporting students and teachers in navigating diverse and complex learning environments.

– Leads the E-MOTIVA Program, focusing on mental health, emotional regulation, and bicultural integration among migrant and refugee students through longitudinal research.

– Develops inclusive STEAM education frameworks, integrating art to better support students with Special Educational Needs.

– Prepares doctoral research examining how neurogenetic factors and digital engagement influence executive functions in neurodivergent youth.

– Supports teachers by promoting evidence-based strategies to manage classrooms and foster meaningful inclusion.

– Bridges clinical neuropsychology and educational practice to create science-informed approaches that protect vulnerable learners.

Key findings

– Through the E-MOTIVA program, he has found that academic success for migrant and refugee students is closely linked to emotional regulation and the ability to navigate bicultural identities.

– Inclusion becomes possible when teachers are equipped with scientific tools to understand students’ individual neurobiological and cognitive profiles.

– He is currently exploring how digital exposure and genetic factors may shape students’ attention, self-control, and behavior. The ultimate goal of his research is to understand and reduce violence by identifying how digital and genetic pressures can overwhelm a student’s capacity for self-control.

– Supporting teachers while protecting the most vulnerable learners is one of the most urgent challenges for the future of the science of learning.