Just breathe! The impact of a slow-paced breathing intervention for teachers
Publication Details
Carroll, T.,
Piggott, B.,
Conlon, J.,
Cripps, A.,
Bloomfield, L. E.,
&
Newton, M.
(2026).
Just breathe! The impact of a slow-paced breathing intervention for teachers.
Teaching and Teacher Education, 178.
Abstract
The teaching profession globally is experiencing unprecedented levels of occupational distress, contributing to high rates of attrition, health problems, and reduced student outcomes. This study examined the effects of slowpaced breathing (SPB) at a rate of 6 breaths per minute, for 10 min daily across an eight-week period. Seventy six full-time teachers were randomly allocated to an intervention or control group, with psychological and physiological outcomes assessed at baseline (T1), mid-term (T2) and end of term (T3). Measures included the Perceived Stress Scale (PSS), Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), acute stress ratings, heart rate (HR), and heart rate variability (HRV). Results indicated lower scores between intervention and control in PSS and higher levels of WEMWBS, however, only the wellbeing outcomes showed significant group-by-time effects. Heart rate increased significantly in the control between (T1) and (T3). Other physiological measures, did not reach significant values. The findings suggest that SPB is a feasible, cost-effective intervention for teachers.
Keywords
stress, teaching, breathing, resonance, physiological, psychological
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