Repeated three times a day for one year and half. the control group (cg) continued with regular lessons. the baseline assessment was conducted in october 2019 and the follow-up in may 2021. cognitive performance was assessed using working memory test and classroom behaviour was monitored using an ‘‘ad hoc questionnaire’’. results: working memory performance increased significantly more in the absg (change: 1.30 1.17) than in cg (0.96 1.20), p < 0.05. almost the entire sample of the children wanted to continue with this intervention in the next following year. children reported improvements in their school-life quality, including feeling better in class (75.40%) and in school (82.50%) when using abs. improvements were also reported in children time-on-task behaviours: 52.90% said they work easily in class, 52.90% that they could listen more clearly, 58.80% reported they can stay seated easily, and 59.60% that they learned better and were more focused after abs. conclusions: in conclusion the program has proven to be very effective on the children’s cognitive improvement and classroom beha- viour. since the abs intervention demonstrates these positive effects, its implementation in schools can have a beneficial, sustainable and long-term impact on childhood health. key messages: abs intervention represents a cost-effective strategy to be implemented in the school settings regardless of the age and sex differences, to make the school a more dynamic environment. despite the pandemic difficulties, the abs intervention proved to be sustainable, and to have a positive effect on classroom behaviour by improving children’s concentration and attention in class