Deep breathing as a mindfulness practice in year 10 science

Book chapter

King, Donna, Henderson, Senka and Sandhu, Maryam. (2019). Deep breathing as a mindfulness practice in year 10 science. In In Tobin, Kenneth (Ed.). Mindfulness in education pp. 91-101 Routledge.
AuthorsKing, Donna, Henderson, Senka and Sandhu, Maryam
EditorsTobin, Kenneth

Abdominal deep breathing (DB) has been used in conjunction with paying attention on purpose to the present moment as a mindfulness tool to help students develop skills for managing emotions. While studies are emerging that investigate outcomes of mindfulness practices with adolescents, how to implement such practices, and students’ reactions to them, requires further research. This study examines a DB intervention in a year 10 science class where the teacher implemented DB exercises in each science lesson. One main outcome reported in this study is that the time to adapt to the DB exercises and experience its effectiveness varied for individual students. Gleaned from our presence in the classroom and speaking with the teacher and students, we suggest nine recommendations for implementing DB exercises in Australian middle years classrooms.

Page range91-101
Book titleMindfulness in education
Place of publicationLondon, United Kingdom
New York, United States of America
Digital Object Identifier (DOI)
Research or scholarlyResearch
Author's accepted manuscript
All rights reserved
File Access Level
Output statusPublished
Publication dates
Print04 Jun 2019
Online29 Jun 2020
Publication process dates
Deposited13 Sep 2021
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Author's accepted manuscript
License: All rights reserved
File access level: Open

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Related outputs

Emotionally intense science activities
King, D., Ritchie, Stephen, Sandhu, Maryam and Henderson, Senka. (2015). Emotionally intense science activities. International Journal of Science Education. 37(12), pp. 1886-1914.