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

By S. Metz, J. Frank, D. Reibel, Todd Cantrell, R. Sanders, Patricia C. Broderick. 2013

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Mindfulness-based interventions in schools—a systematic review and meta-analysis (2014, background): “Eighty-nine per cent of the students would recommend the training to others (Broderick and Metz, 2009; Metz et al., 2013).”
Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students (2017, methodology): “…and Language Arts, math, science, or social studies), in “elective periods” such as physical education classes (Napoli et al., 2008), choir classes (Metz et al., 2013), enrichment or intervention periods, or in time outside the regular school day (e.g., after-school tutoring or summer school).”
Mindfulness interventions in schools: Integrity and feasibility of implementation (2020, methodology): “Sixteen studies reported that facilitators had received training in the specific mindfulness intervention implemented in the study, which included Learning to Breathe (Bluth et al., 2016; Fung, Guo, Jin, Bear, & Lau, 2016; Metz et al., 2013), MiSP program (Johnson et al.”