Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education


Education, Montessori

First Advisor

Amanda Perna


Montessori Elementary Education, Elementary Education


The purpose of this research was to examine whether the implementation of mindfulness breathing exercises aided in emotional self-regulation. This study incorporated various breathing techniques five days a week for five to ten minutes each day. The six-week study involved 14 children between the ages of 9 and 12 years in a private Montessori school in the southern region of the United States. Data collection included daily observations of the breathing exercises, pre and post-behavioral self-assessments, a daily reflection tool by the researcher, and a student feedback form. Results showed an increase in regulated behavior and breathing techniques being used by deregulated students. The pre and post-behavioral self-assessment showed an increase in positive self-perception as well as a shift in self-control, responsibility, respect, behavior, and self-esteem. The daily observations showed an increase in calm and focus during the morning and afternoon work cycles after implementation at the beginning of both work cycles. 69% of participants felt mindfulness breathing helped as well as 61% enjoyed mindfulness breathing. Two students independently practiced breathing techniques to help them regulate. The data showed a positive correlation between the implementation of mindfulness breathing techniques and self-regulation in children ages 9 to 12. Suggestions for further research include consistent observation time, implementation of a variety of mindfulness activities including yoga or listening to calming music and having a calm place in the classroom to integrate mindfulness practices

Action Research Presentation (1).pptx (1669 kB)
Power Point Presentation