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Deep breathing exercises in easing educational stress among Indian high school students



B. Mahalakshmi1, Katara Mittalben Ghemabhai1, Amita Shilpa Gottlieb2, N. Sivasubramanian3,* & Padmavathi Parthasarathy4



1Department of Paediatric Nursing, Nootan College of Nursing, Sankalchand Patel University, Visnagar, Gujarat - 384315, India; 2Department of obstetric and gynaecological Nursing, Graphic Era College of Nursing, Graphic Era Deemed to be University, Dehradun, Uttarakhand - 248002, India; 3Department of Psychiatric Nursing, Nootan College of Nursing, Sankalchand Patel University, Visnagar, Gujarat - 384315; India; 4Department of Biochemistry, Nootan Medical College & Research Centre, Sankalchand Patel University, Visnagar,, Gujarat, India; *Corresponding author.



B Mahalakshmi - E-mail: mb.fn@spu.ac.in

Katara Mittalben Ghemabhai - E-mail: mittalkattara96877@gmail.com

N Sivasubramanian - E-mail: sn.fn@spu.ac.in

Padmavathi parthasarathy - E-mail: ppadmavathi05@gmail.com

Amita Shilpa Gottlieb - E-mail: shilpa.2007mscn81@gmail.com


Article Type

Research Article



Received February 1, 2024; Revised February 29, 2024; Accepted February 29, 2024, Published February 29, 2024



The pervasive issue of stress among higher secondary students has emerged as a serious matter. Acknowledging the challenges posed by educational stress, this research explores holistic and accessible interventions, with a focus on the promising avenue of deep breathing exercises known for their effectiveness in promoting relaxation and reducing stress. The study employs a quasi-experimental design, comparing an experimental group engaged in daily deep breathing exercises with a control group following a regular routine. Sixty higher secondary students in Visnagar participate through purposive sampling, adhering to specific inclusion criteria. The intervention includes a pre-tested questionnaire to assess stress levels, the implementation of daily deep breathing exercises in the experimental group, and a post-intervention stress level reassessment in both groups. The findings reveal a notable reduction in stress levels post-intervention, particularly in the experimental group practicing deep breathing exercises. Statistically significant reductions in mean stress scores underscore the effectiveness of this intervention, with the experimental group demonstrating a significantly lower mean stress score compared to the control group. This study contributes vital insights into stress management strategies for higher secondary students, highlighting the efficacy of incorporating deep breathing exercises into their routine. The observed reductions in stress levels emphasize the potential benefits of practical stress reduction techniques within the educational milieu.



Educational stress, higher secondary students, deep breathing exercises.



Mahalakshmi et al. Bioinformation 20(2): 156-159 (2024)


Edited by

P Kangueane






Biomedical Informatics



This is an Open Access article which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. This is distributed under the terms of the Creative Commons Attribution License.