Research/References: After School Yoga

Why participate in a TexasYogini after school yoga & mindfulness program?

Adults around the world have reaped the benefits of practicing yoga. Now studies indicate students who engage in a yoga practice gain improved self-regulation skills, enhanced attention, improved executive functioning, improved emotion regulation, compassion for self and others, and decreased stress. Below is a sampling from those studies.

Jones, D. (2011). Mindfulness in schools. The Psychologist, 24(10), 736-739

Pupils reported that meditation was useful in terms of maintaining psychological equanimity and coping with stress and incidents in the playground, and Mann also found that meditation improved performance on memory tests.

Butzer, B., Day, D., Potts, A., Ryan, C., Coulombe, S., Davies, B., … & Khalsa, S. B. S. (2015). Effects of a Classroom-Based Yoga Intervention on Cortisol and Behavior in Second and Third Grade Students A Pilot Study. Journal of Evidence-based Complementary & Alternative Medicine

‘students in both grades demonstrated perceived improvements in creativity, ability to be in control of behavior, and ability to manage anger. These improvements in social and emotional learning (SEL) skills underlie the core SEL competencies of self-management, social awareness and responsible decision-making45, suggesting that yoga may have beneficial effects on the skills that are targeted by SEL goals.’

Razza, R. A., Bergen-Cico, D., & Raymond, K. (2013). Enhancing preschoolers’ self-regulation via mindful yoga. Journal of Child and Family Studies, 24(2), 372-385

In particular, children in the intervention classroom showed advantages in both measures of EC* and EF* at the end of the school year compared to their peers in the control classroom.

*emotional control and executive functioning

Goldberg, L. (2004). Creative Relaxation: A Yoga-based program for regular and exceptional student education. International Journal of Yoga Therapy, 14(1), 68-78

In addition, students demonstrated deeper breathing and increased stillness, as evidenced by video clips from early and late in the training. Improved muscle tone enabled students to do more challenging postures and sit straighter. They were successful at following more complex instructions. Students demonstrated increased awareness of the parts of their body and how to move them. Their ability to fix the eyes on one point and balance on one foot increased significantly. Students learned to respond to verbal cues such as “relax” and “breathe.” Classroom teachers reported increased alertness after sessions and more self-monitoring; teachers were able to use the relaxation cues to help children de-escalate in volatile situations.

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