effectiveness of learning to BREATHE curriculum and mindfulness-based stress reduction in adolecsents

Comparison of the effectiveness of learning to BREATHE curriculum and mindfulness-based stress reduction on academic resilience, psychological well-being, self-compassion, and Symptoms of anxiety in students

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250907067153N1

Enrollment

Registered

2025-11-13

Start date

2025-11-16

Completion date

Unknown

Last updated

2025-12-08

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

high levels of anxiety. Anxiety disorder due to known physiological condition

Interventions

Intervention 1: Learning to BREATHE group of boys and girls. Intervention 2: Mindfulness-based stress reduction intervention group for boys and girls. Intervention 3: Active control group: Daily conve

Eligibility

Sex/Gender

All

Age

11 Years to 19 Years

Inclusion criteria

Inclusion criteria: Being a second-year high school student not having a definitive diagnosis of one of the mental disorders listed in the Diagnostic and Statistical Manual of Mental Disorders - Fifth Edition consent and willingness to participate in the research signing a written consent form by the student and one of the parents.

Exclusion criteria

Exclusion criteria: Attending psychotherapy, yoga, meditation, and educational-therapeutic programs simultaneously with the intervention Absence of more than 2 sessions

Design outcomes

Primary

Measure	Time frame
Academic Resilience Inventory. Timepoint: At pre-test and before the intervention begins - immediately after the intervention ends. Method of measurement: Academic Resilience Inventory Samuel (2004).;Psychological well-being. Timepoint: At pre-test and before the intervention begins - immediately after the intervention ends. Method of measurement: Ryff scale psychological well being-18 question version (1989).;Self-Compassion. Timepoint: At pre-test and before the intervention begins - immediately after the intervention ends. Method of measurement: Neff's self-compassion scale (2003).;Anxiety disorders symptoms. Timepoint: At pre-test and before the intervention begins - immediately after the intervention ends. Method of measurement: Birmaher Screen for Child Anxiety Related Disorders (1999) - The child's version.	—

Measure

Time frame

Academic Resilience Inventory. Timepoint: At pre-test and before the intervention begins - immediately after the intervention ends. Method of measurement: Academic Resilience Inventory Samuel (2004).;Psychological well-being. Timepoint: At pre-test and before the intervention begins - immediately after the intervention ends. Method of measurement: Ryff scale psychological well being-18 question version (1989).;Self-Compassion. Timepoint: At pre-test and before the intervention begins - immediately after the intervention ends. Method of measurement: Neff's self-compassion scale (2003).;Anxiety disorders symptoms. Timepoint: At pre-test and before the intervention begins - immediately after the intervention ends. Method of measurement: Birmaher Screen for Child Anxiety Related Disorders (1999) - The child's version.

—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactAlireza Eivaznezhad

University of Mohaghegh Ardabili

alirezaeivpsy@gmail.com+98 45 3150 5000

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026