B.R.E.A.T.H.E.: Anxiety Management in Teachers

The aim of this quality improvement project is to achieve a sustainable and feasible reduction in anxiety among kindergarten through 12th grade schoolteachers through the integration of deep breathing exercises. Anxiety, a universal condition, markedly contributes to burnout across professions. In Arizona, the surge in teacher burnout and unfilled vacancies, worsened by mass shootings and COVID-19, underscores the urgency for attention in the educational sector (Kirkland, 2023). The project addresses this pressing issue by utilizing the social cognitive theory, which provides a framework for understanding how individuals' beliefs, attitudes, and behaviors are influenced by social factors. Participants (n=8) were recruited from a school in the Central region of Arizona. The project adhered to ethical guidelines and protocols established by ASU IRB. Informed consent was obtained from all participants and measures were taken to ensure confidentiality and anonymity through data collection and process. Recruitment was obtained via convenience sampling. Methods involved two-minute deep breathing exercises twice a day for two weeks. The Generalized Anxiety Disorder-7 (GAD-7) Likert scale was used to assess anxiety pre- and post-intervention. Data analysis employed bivariate descriptive statistics on the Intellectus ™ platform. The significant two-tailed paired samples t-test result t (7) = 2.57, p = .037, indicates a noteworthy difference between the mean Pre-Anxiety Total Score and the mean Post-Anxiety Total Score. Consequently, the null hypothesis, suggesting no difference between the two scores following intervention, is rejected. This suggests a statistically significant reduction in anxiety levels from pre- to post-assessment, with the Pre-score significantly higher than the post-score. Cohen’s d = 0.91 indicates a strong effect on the outcome variable anxiety, aligning with previous studies highlighting intervention efficacy. Deep breathing exercises show a strong correlation with anxiety reduction, particularly in K-12 schoolteachers. This intervention stands out as a practical and cost-efficient treatment, supported by compelling evidence for long-term anxiety reduction.