Thesis

Inhale, exhale, self-regulate : bridging breathing practices with implementation science

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Awarding institution
  • University of Strathclyde
Date of award
  • 2026
Thesis identifier
  • T18021
Person Identifier (Local)
  • 202250507
Qualification Level
Qualification Name
Department, School or Faculty
Abstract
  • This thesis investigates the feasibility, acceptability, and perceived effectiveness of a universal breath-based intervention to support self-regulation in primary school-aged children. The research was driven by an increase in educational psychology consultation requests regarding self-regulation and by inconsistent use of mind-body practices in schools. Despite its importance, self-regulation is often vaguely defined and understood differently across professional groups. Initial focus groups with children, teachers, and educational psychologists revealed a shared focus on feeling calm, but varied recognition of self-regulation’s cognitive, emotional, and physiological aspects. At the same time, practices such as mindfulness and yoga were being introduced into classrooms without clear frameworks or evaluation. Drawing on professional experience and embodied practice, this study explores breath as a practical tool for self-regulation. It focuses on how the breath interrupts automatic reactions, creating space to regulate thoughts and emotions, which underpins emotional regulation and a sense of calm. A two-phase mixed-methods design was employed: Phase one involved delivering teacher training for implementation, and Phase two evaluated integration through quantitative calmness ratings and qualitative focus groups. Findings indicated positive responses from children and staff, with teacher confidence, beliefs, and school alignment influencing sustainability. The study highlights the role of educational psychologists in bridging theory and practice through feasible, evidence-based wellbeing interventions within real classrooms.
Advisor / supervisor
  • Williams, Lynn
  • Daly, Clare
Resource Type
DOI
Date Created
  • 2025

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