Improving Emotional Regulation in First-Grade Students Through the “Stop, Breathe, Think” Strategy
Zoom Link
https://muw.zoom.us/j/92202987888
Department
Education
Format of Presentation
Asynchronous
Research Category
Social Sciences
Description
This action research study examined the impact of the “Stop, Breathe, Think” strategy on the emotional regulation skills of 21 first-grade students in a classroom at Stokes Beard Elementary School. Emotional regulation is an essential skill that influences students’ ability to manage frustration, remain engaged in academic tasks, and interact appropriately with peers. Prior observations indicated that while many students could identify when they were upset, they struggled to apply strategies to calm themselves or explain why those strategies were effective.
This study used a classroom-based action research design over three instructional days. Data were collected through a pre-assessment, post-assessment, observational notes, and student feedback. The intervention included explicit instruction, teacher modeling, guided practice, and visual supports to reinforce the “Stop, Breathe, Think” strategy.
Results showed significant improvement across all measured areas. Students demonstrated increased ability to identify emotions, use calming strategies, perform deep breathing, and explain the purpose of emotional regulation techniques. Observations also indicated increased independent use of the strategy during academic tasks.
These findings suggest that explicit instruction and reinforcement of simple emotional regulation strategies can positively impact student behavior, engagement, and learning in early elementary classrooms.
Recommended Citation
Henry, Cherish, "Improving Emotional Regulation in First-Grade Students Through the “Stop, Breathe, Think” Strategy" (2026). Undergraduate Research Conference. 3.
https://athenacommons.muw.edu/urc/2026/research-in-education-oral-presentations/3
Improving Emotional Regulation in First-Grade Students Through the “Stop, Breathe, Think” Strategy
This action research study examined the impact of the “Stop, Breathe, Think” strategy on the emotional regulation skills of 21 first-grade students in a classroom at Stokes Beard Elementary School. Emotional regulation is an essential skill that influences students’ ability to manage frustration, remain engaged in academic tasks, and interact appropriately with peers. Prior observations indicated that while many students could identify when they were upset, they struggled to apply strategies to calm themselves or explain why those strategies were effective.
This study used a classroom-based action research design over three instructional days. Data were collected through a pre-assessment, post-assessment, observational notes, and student feedback. The intervention included explicit instruction, teacher modeling, guided practice, and visual supports to reinforce the “Stop, Breathe, Think” strategy.
Results showed significant improvement across all measured areas. Students demonstrated increased ability to identify emotions, use calming strategies, perform deep breathing, and explain the purpose of emotional regulation techniques. Observations also indicated increased independent use of the strategy during academic tasks.
These findings suggest that explicit instruction and reinforcement of simple emotional regulation strategies can positively impact student behavior, engagement, and learning in early elementary classrooms.
https://athenacommons.muw.edu/urc/2026/research-in-education-oral-presentations/3