Meditation, Breathing, and Mindfulness Exercises and their Effectiveness on Classroom Behaviors and Management

Date of Award

Summer 6-21-2022

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Dr. Michael Coquyt


Deep Breathing, Classroom Management, Student Engagement, Meditation


This 2022 study focuses on the effectiveness of deep breathing and meditation and how it correlates to classroom management, and student engagement. The purpose of this research study is to find out if deep breathing techniques and meditation techniques have any impact on reducing the number of behaviors in a classroom and enhancing the student’s ability to engage and focus on their schoolwork. By taking into consideration the time of day in which the deep breathing interventions are taking place and the deep breathing interventions themselves, we will be able to gauge if this type of intervention is beneficial to enhance student engagement and lessen the number of behaviors within the school day. This study was conducted with one student group of kindergarten students. The class consisted of 27 students. Data was collected on the previous month to determine the baseline number of behavior referrals during the school day. That data was later compared to the number of behavior referrals during the period in which the breathing and meditation intervention was delivered. Students were also given a before and after survey. The previous survey was meant to gauge the student's prior knowledge of deep breathing and if they believe that they have used it in the past. The students then took the same survey at the end of the research period to determine if their understanding has changed. The results of the research will provide us with a better understanding of how deep breathing and meditation helps to promote student engagement and positive classroom interactions.

Abstract only: No full text available.