Emotional Self-Regulation in Primary Education: A Heart Rate-Variability Biofeedback Intervention Programme

Area of Science:

• Pediatric Psychology
• Behavioral Medicine
• Educational Psychology

Background:

• Heart rate variability (HRV) is a key indicator of autonomic nervous system function and self-regulation.
• Biofeedback interventions offer a non-pharmacological approach to enhance physiological self-regulation.
• The application of HRV biofeedback in school settings for children is under-explored.

Purpose of the Study:

• To investigate the efficacy of a novel HRV biofeedback intervention program for improving self-regulation in primary school children.
• To assess the impact of slow-paced breathing techniques, guided by real-time HRV biofeedback, on children's physiological control.
• To determine the effectiveness of this intervention across different age groups within primary education.

Main Methods:

• A five-session HRV biofeedback intervention program was implemented with primary school students (ages 7-11).
• Participants were trained in slow-paced breathing (six breaths per minute) to increase HRV.
• Real-time feedback on HRV levels was provided during the sessions to guide participants' breathing patterns.

Main Results:

• A statistically significant increase in HRV was observed across all participants following the intervention, demonstrating a large effect size.
• The positive impact on HRV varied among different age groups within the primary school cohort.
• No significant differences in HRV improvement were found based on gender.

Conclusions:

• HRV biofeedback training through slow breathing is an effective method for enhancing self-regulation in children.
• The intervention's success suggests potential for integration into school curricula to promote student well-being.
• Further research is warranted to optimize the intervention for different age ranges and explore long-term effects in educational settings.