Leonardo da Vinci first described the mechanisms of proper breathing in detail in the sixteenth century (Stephens, 2011). Modern science continues to support age old philosophies about respiration and its effect on our nervous system. Such research suggests that slowing down our breath has multiple benefits, including a reduction in anxiety, improved sleep, and an overall sense of calm and well-being (Sengupta, 2012). Simply slowing down the breath moves us out of our "fight or flight" response (the sympathetic nervous system) and into the safe and calm state of our parasympathetic nervous system. It has been discovered that the job of our breathing goes well beyond simply providing air to our lungs. Neuroscientists at the University of California found that our breath is also associated with social and emotional signals. This study, and others of its kind, suggest that when we work to change our breathing patterns, we effect our social and emotional state of being (Kwon, 2017).
In one study conducted in a Community Based Acute Treatment (CBAT) center, various breathing practices were taught as a tool for emotional regulation in residents ages 4-17 years over an eight-week time span. Residents varied in diagnosis, trauma histories, cultures, socioeconomic backgrounds, genders, sexuality, and different affiliations. Quantitative data showed that 72% of participants reported positive outcomes, including noticeable change in client response to external stimuli and increased control of emotional regulation (Tremblay, 2020).
In a quasi-experimental study conducted at a rural high school in Alberta, mindful breathing was taught to a group of 9-12th graders. Quantitative results indicated a significant increase in emotional regulation by acquiring new SEL strategies to help handle stressful situations more effectively. Heart rate variability (HRV) was measured and compared to emotional perception. It was found that by slowing down the breath and bringing HRV into a coherent state, participants were able to have greater awareness of their emotional perception (McLeod & Boyes, 2021).
In the same review for high quality, effective classroom based SEL programs, McLeod & Boyes (2021) looked at programs that also included heart focused (HF) breathing techniques. This type of mindful breathing involved a shift in intentional focus to the breath and heart with an intentional focus on positive feelings and gratitude. Students reported an increased ability to access breathing techniques that helped decrease test taking anxiety. Many reported that taking a few minutes to center, focus, and breathe, relieved anxiety and helped participants feel more in control of their emotions.
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