CBRT in Education

The 2003 – 2006 Discovery Programme.  Colour Breathing® and CBRT™ first pilot in UK schools

In 2003, The Discovery Emotional Intelligence Programme, which worked with schools, colleges and companies in the UK and beyond, decided to include Colour Breathing® as part of their EI tool kit. They were so impressed with the positive impact the Colour Breathing had been having on some of the children and adults they work with that they were keen to make full use of its potential.

“Colour Breathing® “works” with students because of its ease of use and its beauty. Using colour to prepare for learning and to explore emotions has had a real and positive impact on the students I have worked with. They love to use the affirmations and found genuine pleasure from using the kit and talking about the ways in which the colour disks affect them.
In exploring the use of the CBRT™ kit, we have found the students transfixed by the beautiful colours and the disks themselves. By being introduced to the impact that different colours have upon day-to-day emotional wellbeing the students found that they were able to calm down while looking at the disks and to visualise the different colours when they were away from them.
As part of the Discovery Toolkit, Colour Breathing® is an extremely effective tool in taking more control of the emotional chaos that many students feel they are in. We have worked with schools across the country, improving performance through emotional intelligence and teaching students essential employability skills. CBRT™ is one of the ways we give the staff and students a practical resource to calm, focus and prepare for working in schools and colleges across the UK.”

David Boxall. Teacher and Discovery Programme & Colour Breathing Project Co-ordinator
(David attended the very first CBRT™ Practitioner Training Programme in September 2005.)
“The power of colour is something we always talk about in our training,” says Discovery MD Cheryl Buggy. “We also acknowledge that children and staff need to find ways of relaxing, feeling good and re-energising without becoming confused or threatened or cynical by the theory, science or metaphysics behind the impact of colour on their senses and well-being.Colour Breathing® offers just that and we are looking forward to using it more with our clients, especially the children. The pilots we have run so far show that Colour Breathing® works. Furthermore is a very versatile, straight forward and user friendly product that has potentially deep and positive impact. “

Cheryl Buggy – Managing Director – The Discovery Programme


A popular classroom activity –  CBRT™ has been proven a very popular activity for all age groups in the classroom setting.

Wellbeing and emotional intelligence life skills form an important part of the UK Curriculum.

In one trial carried out in a Junior school in Portsmouth in May 2005, 73% of the children requested that CBRT™ become part of the school’s weekly activity. The technique also shows the children how easy it can be to focus and concentrate before learning. Relaxation classes can also be offered to parents to help them with stress management and relaxation.

CBRT™ has also been used in a Conductive Education School project in Kuwait.



Children, young people and mental health: UK Government facts and figures  (www.teachernet.gov.uk)

Did you know … that 10% of children have a mental  health issue, and that some vulnerable groups are  particularly affected?


Office of National Statistics (ONS) surveys in 1999 and 2004 showed that 10% of children suffer from mental health problems, with some vulnerable groups particularly affected. Early identification is vital. The DCSF is working with schools and early-years settings to ensure they can play their role both in promoting mental health and wellbeing. In addition, in ensuring children who may be developing mental health problems are identified, and can access the support and services they need.

The Green Paper, Every Child Matters, acknowledged that the provision of children and mental health services (CAMHS) is patchy and needs to be improved.

Among children aged five to 15-years-old:

6% had clinically significant conduct disorders

4% had emotional disorders (anxiety and depression) and 2% were hyperactive.

1% of the sample suffered from less common disorders such as autistic spectrum disorders and eating disorders.

The overall rate of mental disorders among the sample was 10% but this included some children who had more than one disorder.

More boys than girls had mental disorders- (11% and 8% respectively). This difference holds even controlling for age.

The gender difference was also apparent among those with conduct disorders and hyperkinetic disorders. Among those with emotional disorders there was no gender difference among 5-10-year-olds, but prevalence was higher for girls than boys aged 11-16-years-old.

Indian children had a low rate of mental disorders, 3% compared with 7%-10% in other groups.

The prevalence of hyperactive disorders was among all non-white groups.

Learning Mentors and School Counsellors as CBRT™ Practitioners

CBRT™ Trainers will connect with Local Education Authorities to train Learning Mentors to become CBRT Practitioners. We believe that Learning Mentors are ideally positioned to bring awareness of CBRT into the classroom as they work with school and college students and pupils to help them address barriers to learning.

Learning mentors bridge academic and pastoral support roles with the aim of ensuring that individual pupils and students engage more effectively in learning and achieve appropriately. Pupils of all ability levels can underachieve; Learning Mentors target these pupils and help them to identify and address what it is that is getting in the way of their learning. These barriers can be wide ranging and often very personal to the individual pupil.

Barriers include the need to develop better learning and study skills, personal organisation, difficulties at home, behaviour, bullying, or just general disaffection and disengagement from learning. Learning Mentors work with caseloads of pupils, largely on a 1:1 or small group basis, but also run clubs and “drop ins”. They liaise closely with teachers and other support professionals, and often act as a supportive link between the family and school.

At present it is estimated that around 14,000 Learning Mentors and Counsellors work in mainly primary and secondary schools. A small proportion work in special schools, the Private Sector, Further Education colleges and other “special” provision such as Pupil Referral Units. Learning Mentor provision is mostly concentrated in urban areas and areas of social deprivation and lower educational achievement.




CBRT™ Colour Breathing Relaxation Technique® – an easy to use relaxation aid for mental health, mindfulness & well being.