Integrating a relaxation response‐based curriculum into a public high school in Massachusetts

Abstract

Academic and societal pressures result in U.S. high school students feeling stressed. Stress management and relaxation interventions may help students increase resiliency to stress and overall well‐being. The objectives of this study were to examine the feasibility (enrollment, participation and acceptability) and potential effectiveness (changes in perceived stress, anxiety, self‐esteem, health‐promoting behaviors, and locus of control) of a relaxation response (RR)‐based curriculum integrated into the school day for high school students. The curriculum included didactic instruction, relaxation exercises, positive psychology, and cognitive restructuring. The intervention group showed significantly greater improvements in levels of perceived stress, state anxiety, and health‐promoting behaviors when compared to the wait list control group. The intervention appeared most useful for girls in the intervention group. The results suggest that several modifications may increase the feasibility of using this potentially effective intervention in high schools.

A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children

“…First, these programs are often presented as electives (Foret et al, 2012) or as pull-out sessions with a specialist (e.g., a counselor or psychologist). Like other forms of pull-out programs (e.g., social skills programs), the outcomes from such self-selected or elective programs may lack the degree of generalizability available to programs that are undertaken by an entire class or school.…”

“…Like other forms of pull-out programs (e.g., social skills programs), the outcomes from such self-selected or elective programs may lack the degree of generalizability available to programs that are undertaken by an entire class or school. Mindfulness-based programs have most often been taught by independent instructors who are hired externally and not delivered by the children’s regular teachers or the school counselor, so there is a lack of evidence suggesting the effectiveness of interventions delivered by class-room teachers during school hours (Fernando & Keller, 2012; Foret et al, 2012; Napoli et al, 2005). It is possible that interventions not delivered by the regular classroom teacher carry with them an additional potential barrier to delivery, as students may not be as receptive to an outsider as to a teacher they are familiar with and may be unmotivated to participate in extracurricular mindfulness training.…”

Relaxation techniques interventions during physical exercise classes and coping with stress

“…The observations of the analysed group made in the process suggested that the subjects experienced well-being, calmness, relaxation, improved sleep, less reactivity, increased self-care and self-awareness [20]. The results of a study carried out among students of a senior high school in the United States indicate a decreased level of stress and anxiety, increased selfconfidence and health-promoting behaviour, as well as an increased sense of control among those who participated in the relaxation interventions in comparison with students who had traditional PE classes [21]. During the research programme, students participated in 8 PE classes including various relaxation techniques, such as meditation, progressive relaxation, yoga, mindfulness, visualisation, and concentration on breath.…”

Positive Psychology in School-Based Psychological Intervention: A Study of the Evidence-Base

“…Introducing PP interventions as part of a relaxation response-based curriculum to foster well-being in adolescents is found to provides improvements in mental health conditions such as stress, anxiety and also increase health promoting behaviours (Foret et al, 2012). These effects were shown to be greater in girls than boys particularly in reducing stress and anxiety and promoting stress management behaviours.…”