An Initial Feasibility Trial of Providing Yoga in School for Children with Additional Support Needs.

Yoga is used widely as a therapeutic tool for physical and mental well-being. However, greater understanding of the effect yoga may have on young people who require additional support for learning is warranted. Therefore, the aim of the present study was to assess the feasibility of delivering and evaluating an 8-week school-based yoga program targeted to children with additional support needs in a mainstream primary school. Data were collected from 11 pupils (aged 4-12) with additional support needs. The Behavior Rating Inventory of Executive Function and Strengths and Difficulties Questionnaire were completed pre- and postintervention by parents and the pupil's schoolteachers. Observation of the yoga class engagement was conducted at baseline, midway through, and at the end of the intervention. A visual adaptation of the Children's Feeling Scale was completed each week pre- and post-yoga class by each student. Qualitative measures, including a parent feedback questionnaire, interview with the yoga instructor, and focus group with the pupil support assistants, were undertaken. The program was delivered as planned. The yoga instructor, parents, and pupil support assistants found the program to be beneficial to the students and a feasible part of their school week. There were no significant differences pre- to postintervention in any scores of the Strengths and Difficulties Questionnaire or Behavior Rating Inventory of Executive Function. Some positive changes in mood were found, although effect sizes were small. This study demonstrates the feasibility of delivering a school-based yoga program for children with additional support needs, as well as a feasible evaluation approach. The overall experiences for pupils, pupil support assistants, and the yoga teacher were positive and suggest that wider implementation and evaluation of the school-based yoga program would be of value.

A Rapid Review Exploring the Role of Yoga in Healing Psychological Trauma.

The evidence regarding the benefits of yoga for treating psychological trauma is well-established; however, there is a paucity of qualitative reviews exploring this topic. The purpose of this rapid review is to gain a deeper understanding of the impact that yoga can have on people with a history of psychological trauma and to reveal barriers and facilitators to the uptake of yoga in this cohort, from a qualitative perspective. The Ovid(EMBASE), Ovid(MEDLINE), PsycINFO, PubMed, and SPORTDiscus databases were searched using key terms. The systematic search generated 148 records, and 11 peer-reviewed articles met the inclusion criteria. The following main impacts of yoga on participants were identified: feeling an increased sense of self-compassion; feeling more centred; developing their coping skills; having a better mind-body relationship; and improving their relationships with others. The main barriers were also identified: concerns initiating yoga; time and motivational issues; and the costs and location of classes. The main facilitator was the feeling of safety generated in the trauma-informed yoga classes. This review suggests that yoga offers great potential in the field of trauma recovery. Despite this, more high-quality research with rigorous methodologies is called for to allow this field to advance.

Scoping Review of Yoga in Schools: Mental Health and Cognitive Outcomes in Both Neurotypical and Neurodiverse Youth Populations.

Yoga is used widely as a therapeutic tool for physical and mental well-being. The mind-body activity could be an inclusive and cost-effective intervention used within schools to help tackle the mental health crisis in youth populations. To date, research has focused on mainly neurotypical youth populations. However, greater acknowledgement of the impact for neurodiverse youth populations is warranted. Therefore, the aim of this scoping review is to understand what is known about the relationships between yoga in schools and mental health and cognition in neurotypical and neurodiverse youth populations. METHODS: This review followed O'Malley and Arskey's methodological framework. A comprehensive database search using fundamental keywords and index terms was conducted. Screening was carried out in CovidenceTM software. RESULTS: Substantial evidence to support the use of school-based yoga programmes for the improvement of anxiety, self-concept, resilience, depression, self-esteem, subjective and psychological well-being, executive function, inhibition, working memory, attention and academic performance in neurotypical populations was found. Evidence to support school-based yoga programmes in neurodiverse populations with improvements in self-concept, subjective well-being, executive function, academic performance and attention was also found. CONCLUSIONS: The findings support the provision of yoga in schools to improve mental health and cognition whilst also creating clear pathways for future research and school-based yoga intervention development.