Deep breathing as a mindfulness practice in year 10 science
Donna King, Senka Henderson, Maryam Sandhu
Learning Research and Practice January 2, 2018 DOI: 10.1080/23735082.2018.1428142 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Population | Year 10 science class students in Australia |
| Duration | DB exercises implemented in each science lesson |
| Topics | Meditation |
| Citations | 2 |
| Key findings | The time students needed to adapt to the deep breathing exercises and to experience their effectiveness varied between individuals. The authors propose nine recommendations for implementing deep breathing exercises in Australian middle years classrooms, based on classroom presence and conversations with the teacher and students, and call for further research on implementation and student reactions. |
Abstract
Abdominal deep breathing (DB) has been used in conjunction with paying attention on purpose to the present moment as a mindfulness tool to help students develop skills for managing emotions. While studies are emerging that investigate outcomes of mindfulness practices with adolescents, how to implement such practices, and students’ reactions to them, requires further research. This study examines a DB intervention in a year 10 science class where the teacher implemented DB exercises in each science lesson. One main outcome reported in this study is that the time to adapt to the DB exercises and experience its effectiveness varied for individual students. Gleaned from our presence in the classroom and speaking with the teacher and students, we suggest nine recommendations for implementing DB exercises in Australian middle years classrooms.
Comparable studies
Other qualitative studies on meditation, most cited first.