Summary
Learning to Breathe provides a lesson-based approach to SEL with a focus on intrapersonal competence through mindfulness. It includes programming at grades 9-12 and demonstrates evidence of effectiveness at grades 10-12. Translated materials for Learning to Breathe are available in Chinese.
Strategies supporting educational equity (CASEL)
Not available at this time.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
High School (9-12)
Setting
Classroom, Schoolwide
Language
English, Additional Languages
Cost
Pricing available through provider
# Lessons
18
Program Design
Tier 1 (Universal)
Technology Requirements
Unspecified
Staffing Requirements
Unspecified
Professional Development
Onsite in-person, Virtual, Offsite, Train the trainer
Outcomes
Advocate for reducing stigma associated with emotional and mental and behavioral health
Compare & contrast emotional, mental-behavioral illness, mental well-being and concurrent disorders
Decreased suicidal behavior
Describe how self-harm or suicide impacts other people
Describe laws related to minors accessing mental health care
Explain how to help someone who is thinking about attempting suicide
Identify school and community resources that can help a person with emotional, mental and behavioral health concerns
Improved Academic Performance
Improved attitude/behavior related to suicide
Improved identification of individuals at-risk for suicide
Improved Identity Development/ Agency
Improved Prosocial Behavior
Improved School Climate
Improved School Connectedness
Improved SEL Skills and Attitudes
Improved Teaching Practices
Increased help-seeking behavior
Reduced Emotional Distress
Reduced Problem Behavior
Evidence of Effectiveness
Results from a quasi-experimental (QE) evaluation conducted in the 2011-2012 academic year (published in 2013) supported the effectiveness of Learning to Breathe for high school students. This evaluation included 216 grade 10 through 12 students enrolled in suburban schools in the U.S. Northeast (89% white). This evaluation found that students who participated in the program demonstrated significantly improved self-reported emotional regulation, specifically decreases in lack of emotional clarity, emotional awareness, and access to regulation strategies, compared to students in the comparison group (outcomes reported 16 weeks after baseline, while controlling for pretest outcome).
Results from a QE (published in 2021) supported the effectiveness of Learning to Breathe for high school students. The evaluation included 251 grade 11 students enrolled in suburban schools in the U.S. Northeast (50% white, 16% Black/African American; 23% eligible for free or reduced-price lunch (FRPL)). The study found that students who participated in the program demonstrated significant improvements in executive functioning, specifically decreases in susceptibility to cognitive interference and increases in working memory, compared to students in the control group (outcomes reported one month after baseline, after controlling for pretest outcome).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The Effectiveness of the Learning to BREATHE program on Adolescent Emotion Regulation. Research in Human Development, 10(3), 252-272.
Frank, J. L., Broderick, P. C., Oh, Y., Mitra, J., Kohler, K., Schussler, D. L., Geier, C., Roeser, R. W., Berrena, E., Mahfouz, J., Levitan, J., & Greenberg, M. T. (2021). The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning. Mindfulness, 12, 1234-1251.