Using Integral Theory to Study the Effectiveness of HeartMath Biofeedback and Social-Emotional Learning in Adolescent Emotion Regulation

Abstract

The purpose of this study was to address the effectiveness of teaching social-emotional learning (SEL) and mindfulness with biofeedback to help Grade-9 students manage and regulate stress and anxiety. As a classroom teacher, I have been noticing a recent uptick in internalizing (withdrawal and avoidance) and externalizing (outbursts and aggression) student behaviours within the classroom and hallways. Students described being stressed, and uncertain, with many lacking self-confidence and emotional regulation skills. While rates of adolescent stress and anxiety have been slowly increasing (CAMH, 2021), the COVID-19 pandemic has since contributed to even higher stress, greater depression, and increased loneliness in adolescents (Ellis et al., 2020). Additionally, students transitioning from middle school to high school often experience additional stress and worry, which, if not addressed, can lead to further downstream negative mental and emotional effects (Evans et al., 2018)