Sources:

Obradović J, Sulik MJ, Armstrong-Carter E. Taking a few deep breaths significantly reduces children’s physiological arousal in everyday settings: Results of a preregistered video intervention. Dev Psychobiol. 2021 Dec;63(8):e22214. doi: 10.1002/dev.22214. PMID: 34813098.

Cho, H., Ryu, S., Noh, J., & Lee, J. (2016). The Effectiveness of Daily Mindful Breathing Practices on Test Anxiety of Students. PloS one, 11(10), e0164822. https://doi.org/10.1371/journal.pone.0164822v

Cahalin, L. P., Braga, M., Matsuo, Y., & Hernandez, E. D. (2002). Efficacy of diaphragmatic breathing in persons with chronic obstructive pulmonary disease: A review of the literature. Journal of Cardiopulmonary Rehabilitation and Prevention, 7-21.

Gerritsen, R. J., & Band, G. P. (2018, Octovber 9). Breath of Life: The Respiratory Vagal Stimulation Model of Contemplative Activity. Frontiers in Human Neuroscience.

Philippot, P., Chapelle, G., & Blairy, S. (2002). Respiratory feedback in the generation of emotion. Cognition and Emotion, 16(5).

Joan P. Pozuelos, Bethan R. Mead, M. Rosario Rueda, Peter Malinowski, Chapter 6 – Short-term mindful breath awareness training improves inhibitory control and response monitoring, Editor(s): Narayanan Srinivasan, Progress in Brain Research, Elsevier, Volume 244, 2019, Pages 137-163, ISSN 0079-6123, ISBN 9780444642271, https://doi.org/10.1016/bs.pbr.2018.10.019.

Killingsworth MA, Gilbert DT. A wandering mind is an unhappy mind. Science. 2010 Nov 12;330(6006):932. doi: 10.1126/science.1192439. PMID: 21071660.

Brown KW, Ryan RM. The benefits of being present: mindfulness and its role in psychological well-being. J Pers Soc Psychol. 2003 Apr;84(4):822-48. doi: 10.1037/0022-3514.84.4.822. PMID: 12703651.

Cho H, Ryu S, Noh J, Lee J. The Effectiveness of Daily Mindful Breathing Practices on Test Anxiety of Students. PLoS One. 2016 Oct 20;11(10):e0164822. doi: 10.1371/journal.pone.0164822. PMID: 27764151; PMCID: PMC5072593.

Feldman G, Greeson J, Senville J. Differential effects of mindful breathing, progressive muscle relaxation, and loving-kindness meditation on decentering and negative reactions to repetitive thoughts. Behav Res Ther. 2010 Oct;48(10):1002-11. doi: 10.1016/j.brat.2010.06.006. Epub 2010 Jun 23. PMID: 20633873; PMCID: PMC2932656.

Joan P. Pozuelos, Bethan R. Mead, M. Rosario Rueda, Peter Malinowski, Chapter 6 – Short-term mindful breath awareness training improves inhibitory control and response monitoring, Editor(s): Narayanan Srinivasan, Progress in Brain Research, Elsevier, Volume 244, 2019, Pages 137-163, ISSN 0079-6123, ISBN 9780444642271, https://doi.org/10.1016/bs.pbr.2018.10.019.

1 Baijal, S., Jha, A. P., Kiyonaga, A., Singh, R., & Srinivasan, N. (2011). The influence of concentrative meditation training on the development of attention networks during early adolescence. Frontiers in Psychology, 2, 1-9.
Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125. Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218–229. 2 Zhang, D., Chan, S. K. C., Lo, H. H. M., Chan, C. Y. H., Chan, J. C. Y., Ting, K. T., … & Wong, S. Y. S. (2017). Mindfulness-based intervention for Chinese children with ADHD and their parents: a pilot mixed-method study. Mindfulness, 8(4), 859-872.

3 Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa-Leiker, C. (2016). Maximizing mindful learning: Mindful awareness intervention improves elementary school students’ quarterly grades. Mindfulness, 7(1), 59-67. Anila, M. M., & Dhanalakshmi, D. (2016). Mindfulness based stress reduction for reducing anxiety, enhancing self-control and improving academic performance among adolescent students. Indian Journal of Positive Psychology, 7(4), 390.

4 Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.

5 Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272.

6 Zhou, Z. K., Liu, Q. Q., Niu, G. F., Sun, X. J., & Fan, C. Y. (2017). Bullying victimization and depression in Chinese children: A moderated mediation model of resilience and mindfulness. Personality and individual differences, 104, 137-142.

7 Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125. Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.

8 Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125. Bellinger, D. B., DeCaro, M. S., & Ralston, P. A. (2015). Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom. Consciousness and Cognition, 37, 123-132.

9 Barnes, V. A., Davis, H. C., Murzynowski, J. B., & Treiber, F. A. (2004). Impact of meditation on resting and ambulatory blood pressure and heart rate in youth. Psychosomatic Medicine, 66(6), 909-914.
Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985–994. Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66. Sibinga, E. M. S., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-Based Mindfulness Instruction: An RCT. Pediatrics, 137(1), 1-8.
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5.

10 Raes, F., Griffith, J. W., Van der Gucht, K., & Williams, J. M. G. (2014). School-­based prevention and reduction of depression in adolescents: A cluster-­randomized controlled trial of a mindfulness group program. Mindfulness, 5(5), 477–486.

11 Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137-151.