The study examined 174 female high-school students at two Southern California schools. More than 93% of the participants identified as Latinx, and the schools were similar at the beginning of the trial in both students’ exposure to childhood adversity and their reported sense of social connectedness. One school was randomly assigned to receive the SKY Schools program during the study, while students at the other school completed assessments during the same period and received the program afterward. Because the randomization occurred at the school level rather than separately for each student, the results provide promising early evidence but should be confirmed in larger trials involving more schools and more diverse populations.

SKY Schools combines a social-emotional learning curriculum with SKY Breathing, short for Sudarshan Kriya Yoga. The breathing component uses deliberately paced patterns, including brief exercises performed on most school days and a longer session once a week. The approach is designed to influence autonomic regulation, the body’s system for automatically controlling functions such as heart rate, breathing, blood pressure and digestion. When people experience persistent stress, the autonomic nervous system can remain biased toward heightened alertness, making it harder to calm down, concentrate or respond flexibly during social interactions. Structured breathing may help shift that physiological balance, although the biological pathways involved remain an active area of research.

Students assigned to the intervention completed four weeks of social-emotional learning followed by eight weeks of collective breathing practice during physical-education classes. Across the eight-week practice period, they performed short breathing exercises for approximately five minutes on four days each week and completed a 25-minute SKY Breathing session on the fifth day. In total, participants took part in 40 sessions. The curriculum also included activities intended to develop self-regulation, leadership, conflict-management skills and emotional awareness, as well as stretching, games and other forms of physical activity. Practicing in groups may have added a social element beyond the effects of breathing itself, giving students a regular shared routine and an opportunity to experience regulation alongside classmates.

Researchers assessed students’ adverse childhood experiences, commonly known as ACEs, and measured social connectedness before and after the program. ACEs can include experiences such as abuse, neglect, household instability or exposure to violence. Four or more ACEs is generally regarded as a high level of childhood adversity and is associated with elevated risks of depression, anxiety, substance misuse, chronic disease and difficulties in school. These associations do not determine an individual’s future, but they demonstrate how prolonged or repeated stress during development can affect emotional health, relationships and physiological regulation.

The most pronounced change appeared among girls in the intervention group who had experienced four or more ACEs. They reported a 7% increase in social connectedness, an improvement significantly larger than that reported by students with lower ACE scores in the intervention school and by both high- and low-ACE students at the wait-list school. Social connectedness refers to the perceived quality of a person’s relationships and sense of belonging within a community. It is not simply the number of friends someone has; it also involves feeling understood, supported and meaningfully linked to other people. For adolescents, that sense of belonging is associated with better emotional wellbeing and may help protect against the effects of loneliness and social withdrawal.

The researchers suggest that the program may have helped students manage stress in ways that made social engagement easier. Trauma and chronic adversity can heighten sensitivity to threat, causing ordinary interactions to feel unpredictable or unsafe. A student who is physiologically tense may be more likely to withdraw, react defensively or struggle to interpret social cues. Breathing exercises cannot erase traumatic experiences, and the study did not establish that they directly changed the participants’ autonomic nervous systems. However, repeated practice may give students a simple strategy for reducing acute arousal, while the social-emotional curriculum provides language and skills for recognizing emotions, resolving conflict and seeking support. Together, those elements could create conditions that make connection more attainable.

“What’s striking is that the girls who needed help the most benefited the most,” said Dara Ghahremani, a research professor at UCLA’s Semel Institute for Neuroscience and Human Behavior and the study’s senior author. He said that adolescents who had faced substantial adversity appeared to gain a stronger sense of connection and belonging from a relatively simple combination of social-emotional skills training and breathing techniques. Ghahremani also emphasized the possible relationship between stress regulation and social behavior: when students become better able to regulate their own stress, they may be better positioned to connect with the people around them. The study measured social connectedness, however, rather than diagnosing or treating mental-health disorders, so the findings should not be interpreted as evidence that the program prevents depression, anxiety or trauma-related illness.

The results arrive as adolescents report increasing loneliness and spend more time turning to digital platforms for companionship, information and emotional support. Girls with extensive childhood adversity face particularly high risks for anxiety, depression, substance misuse and academic difficulties, while many schools struggle to provide timely access to counselors, psychologists and trauma specialists. A program delivered during existing physical-education classes could be less expensive and easier to implement than one-to-one treatment, especially if instructors can be trained to lead the sessions. At the same time, the study’s limited design, reliance on self-reported outcomes, short follow-up period and concentration in two predominantly Latinx schools make it too early to conclude that SKY Schools will produce the same results elsewhere. Larger, independently replicated studies will need to determine how long the gains last, whether they extend to boys and gender-diverse students, and whether improvements in connectedness translate into measurable changes in stress biology, academic performance or clinical symptoms. For now, the findings offer an intriguing signal: in a school setting, a brief daily practice that links breathing, emotional skills and group participation may be especially valuable for adolescents carrying the heaviest burden of early-life adversity.

Subject of Research: People

Article Title: Social emotional learning and autonomic regulation enhance social connectedness in female adolescents with extensive exposure to adverse childhood experiences

News Publication Date: 10-Aug-2026

Web References: https://onlinelibrary.wiley.com/doi/10.1111/jora.70228; http://skyschools.org/

References: Journal of Research on Adolescence, DOI: 10.1111/jora.70228

Keywords: Adolescent mental health, childhood trauma, adverse childhood experiences, social connectedness, loneliness, social-emotional learning, stress regulation, autonomic regulation, breathing techniques, school-based intervention, Latinx adolescents, SKY Schools

The study enrolled a diverse cohort of university students, allowing the researchers to assess a multitude of experiences and their implications for interpersonal relationships. The nexus between childhood trauma and adult relational capacities is complex and layered, requiring a nuanced examination to fully understand the underlying psychological mechanisms at play. Researchers opted for a combination of qualitative interviews and quantitative assessments, providing a richer, more comprehensive view of the situation.

Central to their findings is the alarming prevalence of childhood trauma reported among the participants. Many students disclosed experiences ranging from neglect and emotional abuse to more severe incidents such as physical violence. These revelations point to a pressing issue; the emotional scars left by trauma manifest in various forms of relational difficulties during university years, where social connections are crucial for personal and academic success.

Furthermore, the study meticulously cataloged the specific types of interpersonal difficulties faced by participants. Many expressed struggles with trust, an essential foundation for any relationship. Others reported issues with emotional regulation, finding it challenging to connect with peers even in environments designed for social engagement. These barriers, rooted deeply in their childhood experiences, highlight an urgent need for targeted interventions that can support affected individuals in building healthier relationships.

The dynamics of peer relationships within university environments are notably influenced by collective social norms. The researchers noted that students often attempted to navigate their relational difficulties silently, fearing stigma or misunderstanding from peers. This reluctance to open up about their struggles complicates efforts to foster a supportive community. It calls for universities to implement mental health resources that not only address individual needs but also promote open dialogues about the impact of childhood trauma on mental health and relationships.

Interestingly, the study also explored the role of resilience in mitigating the negative effects of childhood trauma. Some participants, despite their adverse early experiences, displayed a remarkable ability to form connections and establish fulfilling relationships. This resilience can often be traced back to factors such as supportive mentors, positive peer interactions, and the presence of coping mechanisms developed over time. The implication here is clear; fostering resilience in university students should be a priority for mental health initiatives.

Moreover, Katzman, Harrus, and Papouchis emphasized the critical role of mental health education in university environments. Understanding the implications of childhood trauma could lead to transformative changes in how institutions approach mental health services. Encouraging open discussions about trauma can demystify the complexities of psychological scars, equipping students with the tools to navigate their relationships thoughtfully and meaningfully.

The stigma surrounding mental health remains a formidable barrier, deterring many from seeking the support they need. The study indicates that increasing awareness around trauma and its effects can serve as a catalyst for breaking this stigma. Universities can leverage this knowledge to create spaces where students feel safe to share their experiences, fostering a culture of empathy and support.

While the findings are illuminating, they also underscore the necessity for more extensive research in this domain. The journey toward understanding the nuances of childhood trauma and relational outcomes among diverse student populations is ongoing. Future studies must aim to include varied backgrounds, cultures, and experiences to paint an even broader picture of how trauma impacts interpersonal connections, ultimately informing best practices in mental health education.

In conclusion, the study by Katzman, Harrus, and Papouchis serves as a clarion call to universities and mental health professionals alike. The intersection of childhood experiences and adult relationships demands urgent attention and action. By acknowledging these complexities and striving to create supportive environments, we empower future generations of students to heal, connect, and thrive together.

The importance of acknowledging and addressing childhood trauma cannot be overstated. The effects ripple through individuals’ lives, shaping their interactions and overall well-being. As universities continue to grapple with mental health issues, weaving trauma-informed care into the fabric of institutional support frameworks is essential. Students must be equipped with knowledge and resources, allowing them to confront their past traumas while forging healthy relationships with peers.

Ultimately, the findings resonate with a universal truth—the journey toward healing and connection is deeply personal yet inevitably intertwined with community. As educational institutions evolve, it is imperative they remain steadfast in prioritizing the emotional and mental health needs of their students, ultimately paving the way for enriched social landscapes where everyone has the opportunity to connect authentically and meaningfully.

As we digest the revelations from this compelling study, it serves as a reminder of the delicate balance between acknowledging past pains and fostering hopeful futures. Recognizing the scars left by childhood trauma is just the beginning; collectively, we must strive for solutions that empower individuals to author their narratives, fostering connections that are robust, resilient, and rooted in mutual understanding and support.

Subject of Research: The effects of childhood trauma on interpersonal connection among university students.

Article Title: The Effects of Childhood Trauma on Interpersonal Connection Among University Students.

Article References:

Katzman, W., Harrus, R. & Papouchis, N. The Effects of Childhood Trauma on Interpersonal Connection Among University Students.
Journ Child Adol Trauma (2025). https://doi.org/10.1007/s40653-025-00733-x

Image Credits: AI Generated

DOI:

Keywords: Childhood trauma, interpersonal relationships, university students, mental health, resilience, social connections.