Developed through UK secondary school pilots (2023–2025)

Phase 2 Implementation Cohort (2026–27)

A structured, school-delivered self-regulation programme supporting attendance, behaviour and inclusion in UK school settings.

Across recent UK secondary pilots:

  • 53.2% improvement in attendance within pilot cohorts

  • 48.2% reduction in negative behaviour incidents

  • 100% of participating students increased positive reward points

  • Strong engagement from SEND and EBSA cohorts

Over the past three years, the programme has been piloted across secondary schools and multi-academy trusts as part of wider wellbeing and inclusion strategies.

Phase 2 now invites a limited number of schools to join a supported national implementation cohort.

Learn how implementation works in schools

Unlock Potential, Not Workload.

A structured, school-safe approach to supporting emotional regulation, attendance and inclusion — developed through UK school trials.

The Context Schools Are Working Within

Across England, school leaders are managing increasing levels of anxiety, emotional dysregulation and attendance challenge alongside rising expectations around inclusion and wellbeing evidence.

  • One in five young people in the UK now has a probable mental health disorder

    (NHS Mental Health of Children and Young People Survey, 2023)

  • 40% of teachers report considering leaving the profession within five years

    (National Education Union Survey, 2024)

Schools are being asked to respond to complex emotional and behavioural need while maintaining academic standards, safeguarding responsibilities and limited capacity.

As a result, many schools are looking for approaches that support regulation at its source — helping pupils become calmer, more settled and more ready to learn, without increasing staff workload.

9D Schools has been developed within this context, working alongside existing pastoral, SEND and inclusion provision rather than replacing it.

What Schools Are Seeing So Far

Across recent UK school trials, participating schools have reported:

  • Increased engagement from students who typically struggle with talking-based or traditional interventions

  • Strong uptake among SEND and EBSA cohorts

  • Calmer learning environments following sessions

  • Improved readiness to learn reported by teaching staff

  • Consistent delivery without increasing staff workload

Alongside measurable outcomes, schools consistently report increased student confidence in managing stress and emotions independently.

Case Study Example: Sigma Trust (Five Secondary Schools)

Delivered as an 8-week structured programme across five secondary schools:

  • 53.2% improvement in attendance within the pilot cohort

  • 48.2% reduction in negative behaviour incidents

  • 100% of participating students showed an increase in positive reward points

“9D Breathwork has provided tangible evidence that we are actively addressing behaviour, attendance, wellbeing and inclusion — particularly for SEND pupils — in direct alignment with Ofsted priorities.”

— Sigma Trust Attendance & Behaviour Lead

Case Study Example: Sandbach High School & Sixth Form College

  • 55.6% of students improved attendance during the programme

  • 66.6% of participating students maintained 100% attendance across the programme period

“My student seems far more settled than in the previous school year. Notable improvement in attendance from last year, far less withdrawn.”

— Form Tutor

Supporting Ofsted Priorities

Schools have mapped delivery against the new key Education Inspection Framework areas from November 2025, including:

  • Behaviour and Attitudes — supporting self-regulation and calmer routines

  • Personal Development — building emotional literacy and resilience

  • Inclusion — improving access for SEND and emotionally vulnerable pupils

  • Leadership and Governance — evidence-informed intervention and impact evaluation

The programme provides schools with measurable wellbeing, attendance and engagement data that supports ongoing evaluation of inclusion and behaviour strategies.

WHY BREATHWORK IN SCHOOLS?

Breathwork is a structured method of influencing the nervous system through controlled breathing patterns. When delivered appropriately, it provides students with a practical tool for managing stress responses, improving focus and returning to a regulated state more quickly.

In a school context this supports:

  • Emotional regulation and readiness to learn

  • Reduced escalation during moments of stress or conflict

  • Improved concentration and classroom engagement

  • Development of emotional literacy and self-awareness

Unlike many wellbeing interventions, breathwork requires no referral process and can be used immediately by students in classrooms, exams, social situations and at home.

How Delivery Works in Schools

The programme is designed to fit within existing school structures rather than creating additional workload.

Delivery includes:

  • Structured, guided sessions delivered via immersive audio and headsets

  • Sessions facilitated by trained school staff following onboarding and CPD

  • Predictable, sensory-considerate format suitable for SEND and EBSA contexts

  • Flexible use within PSHE, PE, form time, targeted intervention groups or enrichment provision

Because sessions are video-led and standardised, delivery remains consistent across staff and cohorts while maintaining safeguarding oversight.

Alignment with School Priorities

Schools involved in the pilot phase have primarily implemented the programme to support:

  • Behaviour and Attitudes

  • Personal Development

  • Inclusion and SEND provision

  • Attendance improvement strategies

  • Staff wellbeing and sustainability

The programme allows schools to evidence:

  • Proactive approaches to emotional regulation

  • Measurable wellbeing outcomes

  • Inclusive practice supporting access to learning

  • Structured interventions with identifiable impact

This supports inspection conversations where schools are expected to demonstrate not only provision, but effectiveness.

What Is Included in the Programme

Schools joining the Phase 2 cohort receive:

  • Staff onboarding and CPD training

  • Access to the 9D Schools digital platform

  • Structured session library for students and staff

  • Immersive audio headsets for delivery

  • Implementation guidance and ongoing support

  • Data collection and reporting tools (including wellbeing measures)

  • Curriculum-aligned resources for delivery within school settings

The programme is designed as an implementation partnership rather than a standalone resource.

Who This Programme Is Designed For

Applications are welcomed from:

  • Secondary schools and sixth form colleges

  • Multi-academy trusts exploring scalable wellbeing provision

  • Schools experiencing rising anxiety, EBSA or behaviour challenges

  • Schools developing inclusive and preventative approaches to wellbeing

  • Leadership teams seeking measurable impact alongside practical delivery

Schools Typically Join the Programme When:

  • Attendance or EBSA has become a strategic priority

  • Existing wellbeing approaches are not reaching disengaged pupils

  • Inclusion teams are seeking non-verbal or sensory-considerate interventions

  • Staff capacity limits introduction of labour-intensive initiatives

  • Leadership teams are looking for measurable wellbeing and behaviour impact

Investment and Phase 2 Rollout

Phase 1 of the programme focused on pilot delivery and evidence gathering across participating schools.

Phase 2 represents the first supported rollout phase. Schools joining at this stage access reduced early-adopter pricing while contributing to ongoing service evaluation and implementation learning across participating schools.

Investment varies depending on school size and implementation scope and is discussed following application review.

The programme aligns with common funding streams including:

  • Pupil Premium

  • Recovery Premium

  • Inclusion and wellbeing budgets

  • CPD allocations

Up to 20 schools or trusts will be accepted into this cohort.

Application Process

The application process helps ensure the programme is implemented in schools where it aligns with current priorities and capacity for delivery.

Following submission:

1. Applications are reviewed by the Schools Programme team

2. A short implementation conversation is arranged

3. Schools receive confirmation and onboarding timelines if successful

Cohort Readiness Criteria

To ensure successful implementation, schools joining the Phase 2 cohort typically have:

  • A named senior leader overseeing attendance, behaviour or inclusion

  • Capacity for 1–2 staff to complete onboarding and lead delivery

  • Clear student cohorts identified for initial implementation

  • Leadership commitment to reviewing impact data over a 6–8 week cycle

  • Budget identified from existing wellbeing, inclusion or CPD allocation

If you are unsure about any of the above, we are happy to discuss suitability before submission.

Cohort size is capped at 20 schools or trusts to ensure implementation support remains high-quality and responsive.

INTERESTED?

SUBMIT YOUR APPLICATION BELOW

1. School Information

2. Contact Information

3. Current Provision

4. Interest and Priorities

5. Capacity and Commitment

6. Measuring Success

7. Feedback or Comments

Whether your school is actively seeking a new approach or exploring how regulation-based practice could support existing provision, this process is intended to provide a clear, informed understanding of how the programme works in real school environments.

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