Integrating a relaxation response-based curriculum into a public high school in Massachusetts.


Journal Article

Academic and societal pressures result in U.S. high school students feeling stressed. Stress management and relaxation interventions may help students increase resiliency to stress and overall well-being. The objectives of this study were to examine the feasibility (enrollment, participation and acceptability) and potential effectiveness (changes in perceived stress, anxiety, self-esteem, health-promoting behaviors, and locus of control) of a relaxation response (RR)-based curriculum integrated into the school day for high school students. The curriculum included didactic instruction, relaxation exercises, positive psychology, and cognitive restructuring. The intervention group showed significantly greater improvements in levels of perceived stress, state anxiety, and health-promoting behaviors when compared to the wait list control group. The intervention appeared most useful for girls in the intervention group. The results suggest that several modifications may increase the feasibility of using this potentially effective intervention in high schools.

Full Text

Duke Authors

Cited Authors

  • Foret, MM; Scult, M; Wilcher, M; Chudnofsky, R; Malloy, L; Hasheminejad, N; Park, ER

Published Date

  • April 2012

Published In

Volume / Issue

  • 35 / 2

Start / End Page

  • 325 - 332

PubMed ID

  • 21893336

Pubmed Central ID

  • 21893336

Electronic International Standard Serial Number (EISSN)

  • 1095-9254

International Standard Serial Number (ISSN)

  • 0140-1971

Digital Object Identifier (DOI)

  • 10.1016/j.adolescence.2011.08.008


  • eng