The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation

Stacie M. Metz, Jennifer L. Frank, Diane Reibel, Todd Cantrell, Richard Sanders, Patricia C. Broderick

Research output: Contribution to journalArticlepeer-review

169 Scopus citations


This study assessed the effectiveness of a mindfulness-based program, Learning to BREATHE, on adolescent emotion regulation. Participants included 216 regular education public high school students with pretest and posttest data participating in the program or instruction-as-usual comparison condition. Program participants reported statistically lower levels of perceived stress and psychosomatic complaints and higher levels of efficacy in affective regulation. Program participants also evidenced statistically larger gains in emotion regulation skills including emotional awareness, access to regulation strategies, and emotional clarity. These findings provide promising evidence of the effectiveness of Learning to BREATHE on the development of key social-emotional learning skills.

Original languageEnglish (US)
Pages (from-to)252-272
Number of pages21
JournalResearch in Human Development
Issue number3
StatePublished - Jul 2013

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Developmental and Educational Psychology


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