P19 - The Impact of In-Class Breathing Exercises to Enhance Student Mental Health in a Large General Chemistry Lecture

Program Abstract: This study investigates the implementation and outcomes of continuous breathing exercises, within a chemistry classroom setting. Amidst widespread stress, anxiety, and depression among undergraduates—intensified by the COVID-19 pandemic—this study presents a targeted in-class approach to enhance mental health and academic engagement. The intervention aimed to address high levels of stress, particularly prevalent among STEM students. We evaluated students via pre- and post-intervention assessments using the GAD-7 and MAAS scales. Quantitative findings revealed notably high baseline levels of anxiety in students. Qualitative feedback through student interviews highlighted the intervention’s role in fostering a sense of calmness, focus, and overall well-being. The study demonstrates the potential of integrating continuous, brief, and effective five-minute breathing practices into a curriculum. This work sheds light on the immediate benefits of mindfulness practices for college students but also prompts further investigation into long-term impacts and the potential for broader application across academic disciplines.