A study from UCLA reveals that teenage girls who have endured significant childhood adversity show marked improvements in social connectedness following a program incorporating breathing exercises and social-emotional learning. These findings were published in the Journal of Research on Adolescence.
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The study highlights a key challenge in school mental health initiatives: those in greatest need often gain the least from available resources. However, this research indicates that girls facing high levels of childhood trauma benefited significantly from structured breathing techniques combined with social-emotional skills training. This trend emerges amidst rising reports of loneliness among youths, who are increasingly turning to technology for emotional support instead of relying on peer interactions.
The research included 174 adolescent girls across two Southern California high schools assigned to either participate in the SKY Schools program or to a waiting list. The SKY Schools initiative, developed by the International Association for Human Values, merges a specific curriculum with Sudarshan Kriya Yoga (SKY) breathing exercises designed to help manage stress levels.
More than 93% of the participants were Latinx, with comparable levels of childhood adversity and social connectedness at the study's onset. Those in the program undertook a four-week curriculum followed by daily breathing exercises during physical education classes over eight weeks—consisting of short sessions four days a week and one extended session per week.
Girls in the intervention group who reported four or more Adverse Childhood Experiences (ACEs) experienced a 7% increase in social connectedness, a more substantial improvement compared to their peers with fewer ACEs and those in the waiting list groups.
Dara Ghahremani, senior author and research professor at UCLA's Semel Institute for Neuroscience and Human Behavior, noted that the most vulnerable students gained the most from this approach. She emphasized the importance of helping these adolescents feel more connected and develop a sense of belonging, stating that better stress regulation improves their ability to connect with others.
The results suggest actionable strategies for schools seeking cost-effective, scalable support options for student well-being, particularly in addressing mental health disparities in Latinx communities. The findings indicate that trauma-informed, breath-based social-emotional programs may be particularly beneficial for students facing significant challenges.