Promoting Resilience and Emotional Well-Being in Appalachian Middle School Students Through the Learning to Breathe Curriculum
Abstract
Background: Adolescents in the Appalachian region face disproportionately high rates of mental health problems and suicide, a disparity driven by geographic and social isolation, limited access to mental health services, and socioeconomic challenges. School-based, positive mental health interventions are a promising avenue for protection during the middle school developmental period. We utilized Learning to Breathe (L2B), an evidence-based, school-based mindfulness intervention designed to enhance emotion regulation, attention, and stress management skills. Hypothesis and Methods: We hypothesized that students participating in L2B would show significantly higher resilience scores post-intervention. Following IRB approval and parental opt-in, 18 students received the L2B intervention across four 45-minute sessions. The Child and Youth Resilience Measure (CYRM) was administered pre- and post-intervention, and total scores and individual item responses were compared using the Mann-Whitney U Test. Results: The primary hypothesis was not statistically supported, as total resiliency scores did not significantly increase. However, significant changes were noted in two individual survey items: perceived peer cooperation increased, while the score for the relationship with caregivers decreased. Conclusions: The significant increase in perceived peer cooperation suggests that the L2B intervention successfully fostered prosocial behavior and social competence within the group, a key indicator associated with improved social and emotional well-being. These findings suggest that mindfulness may play a key role in protecting the mental health of adolescents in rural regions facing systemic disparities, making interventions like L2B valuable tools to support students in this region.
Start Time
15-4-2026 9:00 AM
End Time
15-4-2026 12:00 PM
Room Number
Culp Ballroom 316
Poster Number
29
Presentation Type
Poster
Presentation Subtype
Posters - Competitive
Presentation Category
Health
Student Type
Graduate and Professional Degree Students, Residents, Fellows
Faculty Mentor
Randy Byington
Promoting Resilience and Emotional Well-Being in Appalachian Middle School Students Through the Learning to Breathe Curriculum
Culp Ballroom 316
Background: Adolescents in the Appalachian region face disproportionately high rates of mental health problems and suicide, a disparity driven by geographic and social isolation, limited access to mental health services, and socioeconomic challenges. School-based, positive mental health interventions are a promising avenue for protection during the middle school developmental period. We utilized Learning to Breathe (L2B), an evidence-based, school-based mindfulness intervention designed to enhance emotion regulation, attention, and stress management skills. Hypothesis and Methods: We hypothesized that students participating in L2B would show significantly higher resilience scores post-intervention. Following IRB approval and parental opt-in, 18 students received the L2B intervention across four 45-minute sessions. The Child and Youth Resilience Measure (CYRM) was administered pre- and post-intervention, and total scores and individual item responses were compared using the Mann-Whitney U Test. Results: The primary hypothesis was not statistically supported, as total resiliency scores did not significantly increase. However, significant changes were noted in two individual survey items: perceived peer cooperation increased, while the score for the relationship with caregivers decreased. Conclusions: The significant increase in perceived peer cooperation suggests that the L2B intervention successfully fostered prosocial behavior and social competence within the group, a key indicator associated with improved social and emotional well-being. These findings suggest that mindfulness may play a key role in protecting the mental health of adolescents in rural regions facing systemic disparities, making interventions like L2B valuable tools to support students in this region.
