Managing emotions: Outcomes of a breathing intervention in year 10 science

Learning science can be an emotional experience. Recent research reveals that middle years students experience negative emotions such as frustration and anxiety while learning science. Strategies to help students manage their emotions in science classes are emerging but require further investigations. In this study, an intervention that adopted short deep-breathing exercises was trialled in a Year 10 science class. The aim of the study was to determine students’ emotional responses as well as the practicalities for implementing such an intervention. Through an ethnographic case study method over a seven-week term, we collected and analysed data including video and audio files, field notes, students’ emotion diaries, and interviews. Five themes emerged. First, students who experienced the negative emotions of frustration/anxiety reported that the breathing exercises changed their emotions. Second, students reported that the breathing exercises improved their focus. Third, time to adapt to the breathing exercises and experience its effectiveness varied for individual students. Fourth, students reported that they used the breathing techniques voluntarily beyond the science classroom. Fifth, the teacher’s role in the implementation of the breathing exercises was paramount. Finally, we suggest a methodology for implementing deep-breathing exercises in middle school science classes.