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According to Georgia Institute of Technology’s 2011 National College Health Assessment,
nearly 36% of students reported stress affecting their academic performance.

College life may be even more stressful for students who have the added tension of
learning different cultural values and language in addition to academic preparation [2].

A study by Warren and Toll indicated too much stress can reduce a person’s productivity.
Cognitive reactions to stress result in the inability to concentrate[3].

Research examining college students found those who meditated or used diaphragmatic breathing
significantly decreased life stressors and increases in academic learning and achievement [4].
Deep Breathing as a positive primary coping skill.
The mission of Just Breathe is to impact the emotional and social dimensions of health
among undergraduates, graduates, faculty and staff of the Georgia Tech community through
an awareness building initiative.

Repeated exposure to a message, especially when it is delivered through multiple channels,

intensifies its impact on community members.

What does it look like? November & April

• Level 1: Active Programming. Interpersonal Connections. Call to Action.
[Smart and Happy: Peer Support, Outreach, Sense of Community].
• Level 2: Passive Programming. Signage. Repeated Exposure.
[Smart and Happy: Environmental Triggers, Built].
• Level 3: Media Effects. Mass Dissemination.
To measure the impact of pinwheels initiative. Summative Evaluation. Qualtrics. To what
extent did Just Breathe cue the deep breathing technique for members of the Georgia Tech
• As a result of Just Breathe, how likely are you to use deep breathing as a stress reduction
technique? [Likert].

December & April

1. Leong FTL, Mallinckrodt B. International graduate students, stress, and social support. Journal of College Student Development
2. Essandoh PK. Counseling issues with African college students. The Counseling Psychologist 1995;23:348-60.
3. Edwards KJ, Hershberger PJ, Russell RK, Market RJ. Stress, negative social exchange and health symptoms in university students.
Journal of American College Health 2001; 50:75-9.
4. Gina Paul , Barb Elam & Steven J. Verhulst (2007) A Longitudinal Study of Students' Perceptions of Using Deep Breathing
Meditation to Reduce Testing Stresses, Teaching and Learning in Medicine, 19:3, 287-292, DOI: 10.1080/10401330701366754
4. Horneffer K. Promoting student wellness in higher education: The use of relaxation breathing in the classroom. Wellness
Management. Available at: index.php?id=237@id tier=201.
5. Institute of Medicine. Speaking of Health: Assessing Health Communication Strategies for Diverse Populations. Washington, DC:
National Academies Press; 2002.