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This article has been peer reviewed. It is the authors' final version prior to publication in Research in Human Development.

Volume 10, Issue 3, August 2013, Pages 252-272.

The published version is available at DOI: 10.1080/15427609.2013.818488. Copyright © Taylor & Francis


This study assessed the effectiveness of a mindfulness-based program, Learning to BREATHE, on adolescent emotion regulation. Participants included 216 regular education public high school students with pretest and posttest data participating in the program or instruction-as-usual comparison condition. Program participants reported statistically lower levels of perceived stress and psychosomatic complaints and higher levels of efficacy in affective regulation. Program participants also evidenced statistically larger gains in emotion regulation skills including emotional awareness, access to regulation strategies, and emotional clarity. These findings provide promising evidence of the effectiveness of Learning to BREATHE on the development of key social-emotional learning skills.