GAME results from the exhaustion of doing the same activities, dealing with unmotivated students and not getting the desired results academically. Thus, I initiated a process of research and training in areas such as Positive Psychology, Neurosciences and Neurolinguistic Programming, which allowed to design an Evidence-Based Intervention. Students learn how their brains work and how they can take ownership of their mental processes, and self-regulate their learning most efficiently. Beyond theoretical knowledge, we engage simple and fun activities that encourage interaction between the cerebral hemispheres, the regulation of storage and retrieval of information and control of emotional processes key to efficient learning. GAME's results are significant when students without Special Educational Needs ask to participate in our sessions, since they noticed their peer academic improvement. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]