Researchers from a university in Germany explored how simple daily breathing routines might affect how young girls handle social tasks at school. The study, published in a scientific journal focused on awareness and social behavior, set out to see whether short, regular breathing practice could support girls in managing classroom interactions and teamwork more smoothly.
Participation in clubs, sports teams, study groups, and other peer-led activities is widely recognized as vital to a child’s sense of belonging and emotional health. Yet forming and maintaining a healthy social network at school can be challenging. Earlier investigations have shown that a significant share of primary school children—roughly one in five—face emotional difficulties linked to conflicts with classmates. Those findings underscore how important it is to find ways to help kids navigate social situations more confidently.
The researchers specifically looked at prosocial behavior, which includes acts of help and a friendly stance toward others, along with pupils’ perceptions of the social climate within their classrooms. By focusing on these elements, the study aimed to determine whether breathing exercises could translate into more cooperative and supportive classroom dynamics, not simply improved personal calm, but a more positive group atmosphere overall.
A total of 146 children from five primary schools in Lower Saxony participated in the trial. The breathing program lasted ten weeks and allowed for up to three short exercise breaks during each school day. The design was straightforward: regular, accessible practice that could be integrated into the school routine without requiring specialized equipment or extensive training for teachers.
The analysis revealed a notable outcome: after undergoing the program, the girls showed increased prosocial behavior, a shift that endured for up to five months following the conclusion of the study. The gains appeared strongest among the female participants, while the same clear pattern did not emerge among the male students, suggesting potential gender differences in how such practices influence social behavior. These results invite further exploration into how early, simple wellness activities interact with gender, classroom culture, and social development trajectories over time.
Beyond the immediate findings, the study contributes to a broader conversation about proactive, classroom-friendly approaches to supporting social-emotional learning. It highlights that seemingly modest practices, when implemented consistently, can contribute to a more harmonious classroom environment. The implications extend to teachers, school leaders, and policymakers who aim to create supportive settings where children can form positive peer relationships and feel secure as part of a learning community. While more research is needed to understand the mechanisms at work and to determine whether similar effects would be observed in other populations or in mixed-age groups, the evidence points to the value of integrating simple wellness routines into school life as a potential driver of prosocial behavior and perceived classroom climate.