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Reducing Anxiety and Social Stress in Primary Education: A Breath-Focused Heart Rate Variability Biofeedback Intervention

Author

Listed:
  • Ainara Aranberri-Ruiz

    (Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Gipuzkoa, Spain)

  • Aitor Aritzeta

    (Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Gipuzkoa, Spain)

  • Amaiur Olarza

    (Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Gipuzkoa, Spain)

  • Goretti Soroa

    (Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Gipuzkoa, Spain)

  • Rosa Mindeguia

    (Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Gipuzkoa, Spain)

Abstract

Primary school students suffer from high levels of anxiety and stress. Having emotional regulation abilities can help them to manage challenging emotional situations. Conscious and slow breathing is a physiological, emotional regulation strategy that is feasible for primary school students to learn. Following Polyvagal Theory and PMER Theory, this research presents the results of a breath-focused heart rate variability biofeedback intervention. The intervention aimed to reduce anxiety and physiological and social stress in primary school children. A total of 585 students (46.4% girls and 53.6% boys) from the same public school, aged between 7 and 12 years ( M = 8.51; SD = 1.26), participated in this study. To assess the impact of training, a mixed design was used with two groups (Treatment and Control groups), two evaluation phases (Pretest and Post-test), and three educational cycles (first, second and third cycles). To examine heart rate variability, emWave software was used and anxiety and social stress were measured by the BASC II test. The results showed that after the intervention, the students learned to breathe consciously. Moreover, they reduced their levels of anxiety ( M ( SD ) pretest = 12.81(2.22) vs. M ( SD ) posttest = 13.70(1.98)) and stress ( M ( SD ) pretest = 12.20(1.68) vs. M ( SD ) posttest = 12.90(1.44)). The work also discusses the limitations and benefits of this type of intervention in primary schools.

Suggested Citation

  • Ainara Aranberri-Ruiz & Aitor Aritzeta & Amaiur Olarza & Goretti Soroa & Rosa Mindeguia, 2022. "Reducing Anxiety and Social Stress in Primary Education: A Breath-Focused Heart Rate Variability Biofeedback Intervention," IJERPH, MDPI, vol. 19(16), pages 1-14, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:16:p:10181-:d:890195
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    References listed on IDEAS

    as
    1. Aitor Aritzeta & Ainara Aranberri-Ruiz & Goretti Soroa & Rosa Mindeguia & Amaiur Olarza, 2022. "Emotional Self-Regulation in Primary Education: A Heart Rate-Variability Biofeedback Intervention Programme," IJERPH, MDPI, vol. 19(9), pages 1-14, April.
    2. Schlesier, Juliane & Roden, Ingo & Moschner, Barbara, 2019. "Emotion regulation in primary school children: A systematic review," Children and Youth Services Review, Elsevier, vol. 100(C), pages 239-257.
    3. Joseph Murray & David P. Farrington & Ivana Sekol & Rikke F. Olsen, 2009. "Effects of parental imprisonment on child antisocial behaviour and mental health: a systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 5(1), pages 1-105.
    4. Zhoulei Xiang & Shen Tan & Qian Kang & Baoshan Zhang & Lei Zhu, 2019. "Longitudinal Effects of Examination Stress on Psychological Well-Being and a Possible Mediating Role of Self-Esteem in Chinese High School Students," Journal of Happiness Studies, Springer, vol. 20(1), pages 283-305, January.
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