The effects of HeartMath heart lock-in on elementary students’ HRV and self-reported emotion-regulation skills — ASN Events
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The effects of HeartMath heart lock-in on elementary students’ HRV and self-reported emotion-regulation skills (#615)

Anomi G Bearden 1 , Stephen Brown 1 , Sanne van Oostrom 2
  1. Red Deer Polytechnic, Red Deer, ALBERTA, Canada
  2. Psychology, University of Calgary, Calgary, Alberta, Canada

Background 

Previous research has indicated that practicing HeartMath emotion-regulation techniques can lead to improvements in children's HRV, emotion-regulation, and academic success (e.g., McCraty et al, 1998; Bradley et al., 2007;  McCraty, 2015; Bothe et al., 2014). However, HeartMath and HRV research with children is relatively new, additional research is required. 

Aims

The purpose of this study was to evaluate a brief (5 minute) daily HeartMath Institute’s Heart Lock-In practice to determine if the technique has a meaningful impact on elementary students' HRV and emotion-regulation. The project was in collaboration with teachers, a community liaison worker, and Alberta Health Services (AHS) health promotion.

Method

The study involved pre-post measurements from N = 24 grade five students, who participated in a teacher-led daily 5-minute HeartMath Institute practice daily for 4 weeks. We hypothesized that the Heart Lock-in method (similar to loving-kindness) would increase heart rate variability (HRV) compared to 4-week relaxation control. The emWave Pro Plus biofeedback software obtained HRV with a five-minute HRV recording per child transmitted through a sensor that was placed on the earlobe. 

Results

Results indicated that the intervention resulted in a significant increase in HRV. Students enjoyed the practice and reported enhanced emotional stability, improvements in their interpersonal relationships, and that it gave them better focus to improve performance (e.g., in academics and athletics).

Conclusion

Studies have demonstrated benefits of emotion-regulation techniques (McCraty, 2015) from practicing between ten to forty minutes over a period of six weeks to several months (McCraty et al., 1998; Bothe et al., 2014). To our knowledge, no studies have found impacts on HRV from practicing such techniques in as little as five-minute intervals over the brief time of four weeks. This study provides an essential contribution to emotion-regulation and HRV literature as a significant shift in resting HRV can be accomplished with a short practice, over a brief timeframe.

  1. Bothe, D. A., Grignon, J. B., & Olness, K. N. (2014). The effects of a stress management intervention in elementary school children. Journal of Developmental & Behavioral Pediatrics, 35(1), 62-67. https://doi.org/10.1097/dbp.0000000000000016
  2. Bradley, R. T., McCraty, R., Atkinsons, M., Arguelles, L., Rees, R., Tomasino, D. (2007) Summary of important findings from the TestEdge National Demonstration Study (TENDS). (n.d.). PsycEXTRA Dataset. https://doi.org/10.1037/e503392012-001
  3. McCraty, R., Barrios-Choplin, B., Rozman, D., Atkinson, M., & Watkins, A. D. (1998). The impact of a new emotional self-management program on stress, emotions, heart rate variability, DHEA, and cortisol. Integrative Physiological and Behavioral Science, 33(2), 151–170. https://doi.org/10.1007/bf02688660
  4. McCraty, R. (2015). Science of the heart, volume 2 exploring the role of the heart in human performance. An overview of research conducted by the HeartMath Institute.
  • Please select up to 3 keywords from the following list to best describe your submission content: Coping and Emotion Regulation, Education, Positive emotions
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