Learning to Breathe

“This second edition of Learning to BREATHE provides educators with the tools to flexibly provide high-quality mindfulness instruction. This is a ‘must-read’ for all professionals devoted to supporting the healthy development of adolescents. Through years of experience with many educators, Trish Broderick—a true visionary in education—has refined this model and inspires practitioner’s valuable lessons and insights on mindfulness in education.”
—Mark Greenberg, PhD, Emeritus Edna Peterson Bennett Endowed Chair in Prevention Research, and professor of human development and psychology at Penn State University; and board chair of CREATE for Education

~Mark Greenberg, PhD

“Broderick’s clear and comprehensive Learning to BREATHE is an outstanding achievement in the field of school-based mindfulness programming and contemplative science. It has consistently demonstrated effectiveness in clinical trials, and represents a modern social-emotional learning curriculum to support the psychological health of today’s youth. Teachers and researchers interested in evidence-based mindfulness programming for adolescents should consider this book essential reading.”
—Joshua C. Felver, PhD, ABPP, assistant professor and director of clinical training in the school psychology program at Syracuse University, and coauthor of Mindfulness in the Classroom

~Joshua C. Felver, PhD, ABPP

“Learning to BREATHE is an expertly designed program to help individuals better manage stress by developing mindful attention and self-compassion. In this workbook, Broderick presents the program in ways that are easy to understand and implement. This book is a ‘must-have’ for clinicians, researchers, parents, and teachers who work with teens!”
—Rachel G. Lucas-Thompson, PhD, associate professor of human development and family studies in the Colorado School of Public Health at Colorado State University

~Rachel G. Lucas-Thompson, PhD

“Learning to BREATHE is a gift to all who support adolescents. Patricia Broderick has developed a way of guiding students in their discovery and development of core principles of mindfulness, compassion, and resilience that is both engaging and effective. The updated layout, guide for multiple implementation options, and inclusion of trauma-sensitive mindfulness teaching principles make this second edition an invaluable resource.”
—Rachel Reist, LCSW, mindfulness-based stress reduction (MBSR) teacher and program coordinator at Davis Behavioral Health

~Rachel Reist, LCSW

“This is a ‘must-read’ resource for clinicians and teachers who want to incorporate mindfulness in their work with adolescents. The curriculum is evidence-based, comprehensive, and easy to implement. Each lesson includes succinct explanations on key concepts, developmentally appropriate activities, and mindfulness practices. The pedagogical reminders and transitions added throughout each lesson in this second edition makes the curriculum so much more user-friendly.”
—Joey Fung, PhD, associate professor at Fuller School of Psychology & Marriage and Family Studies

~Joey Fung, PhD

“Learning to BREATHE offers a way of teaching mindfulness to adolescents that is solid in its research base and highly attuned to development-specific learning needs. This second edition offers updates that make the program easy to follow: teachers can remain focused on the essential work of guiding students as they discover how mindfulness practice can help them be more balanced and empowered in their lives.”
—Brenda Nelson, DSW, LCSW, prevention and wellness program coordinator at Libertyville High School in Libertyville, IL; and psychotherapist in Barrington, IL

~Brenda Nelson, DSW, LCSW

“Incomparable in this field. Learning to BREATHE introduces adolescents to true mindfulness, moving far beyond ‘relaxation.’ The clear, concise manual provides a steady guide through the curriculum; at each step including the underlying rationale along with tips, cautions, and encouragement. In training teachers, I see that Learning to BREATHE mindfulness practice benefits them as much as it does their students.”
—Katherine Crum, PhD, certified teacher, and Mindfulness-Based Stress Reduction and Steering Committee Member for the MBSR Teachers Collaborative of Greater New York

~Katherine Crum, PhD

“Learning to BREATHE improves upon an already outstanding program that offers well-organized lessons that provide conceptual and practical mindfulness tools that can be integrated into real-life experiences. Teachers and students engaged in the program with curiosity, shared their experiences of improved well-being, and taught them to others—including family members. What a joy to observe the experience unfold in classrooms!”
—Elaine B. Berrena, MEd, instructor at the Edna Bennett Pierce Prevention Research Center at Pennsylvania State University

~Elaine B. Berrena, MEd

“Learning to BREATHE is one of the most comprehensive and user-friendly mindfulness curricula on the market. Learning to BREATHE is sure to ‘stick’ with both teachers and students to make meaningful changes in emotional self-awareness and self-regulation: the cornerstones of all social and emotional learning (SEL) practice. Trish Broderick is one of those rare mindfulness teachers who places the research about her own program right up front in a meticulous and transparent manner.”
—Anthony Pantaleno, PhD, NYS-licensed psychologist, NYS-certified school psychologist, and certified Koru Mindfulness teacher

~Anthony Pantaleno, PhD

“Know thyself. Building not only on the accumulated wisdom of the ages but also on the pioneering work of Jon Kabat-Zinn, Broderick has created an extremely well-pitched curriculum for helping teens through what may well be tumultuous years. Practicing mindfulness, a sustained state of nonjudgmental self-awareness, has well-documented salubrious effects. In this well-written and insightful book, Broderick explains clearly what mindfulness is, why it is important, and how to teach it to our youth.”
—Philip David Zelazo, PhD, professor at the Institute of Child Development at the University of Minnesota

~Philip David Zelazo, PhD