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.
| Date of Award | 8 May 2026 |
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| Original language | English |
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| Awarding Institution | - University Of Strathclyde
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| Supervisor | Clare Daly (Supervisor) & Lynn Williams (Supervisor) |
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