MINDFUL BREATHING AS AN INTERVENTION FOR STRESS AMONG ADOLESCENTS IN MUKURU KWA RUBEN IN NAIROBI, KENYA

Abstract

Teenagers who are brought up in poor urban areas are likely to experience everyday stressors including poverty, congestion, school pressure, and insecure home lives. Such difficulties not only deteriorate their mental well-being but also interfere with their general development and capacity to succeed. In light of this, the current research sought to examine if mindful breathing may provide a means of reducing stress in adolescents residing in one of the biggest informal settlements in Nairobi. The quasi-experimental pretest–posttest design employed and supplemented with qualitative data rendered the study a mixed-method design reflecting both outcomes and personal experiences of the students. A purposive sample of 20 students participated, with 16 students completing the intervention. Participants engaged in a guided practice of the 5-minute belly breathing and the 4-4-4 breathing exercise. Stress was quantified by the Perceived Stress Scale (PSS-10). Results revealed a statistically significant reduction in stress (p < .001) after the mindful breathing sessions. In spite of the study being beset by issues of student attrition and problems related to home environments, the findings suggest that mindful breathing is not just possible but also effective in this context. Most importantly, it is also low-cost and culturally flexible, and therefore a practical choice for schools with limited budgets. The results of this study have significant implications for teachers, counselors, and policymakers. Integrating simple mindfulness interventions like mindful breathing into school curricula can increase resilience, promote emotional well-being, and help attain higher learning outcomes for adolescents residing in low-income neighborhoods.