Quality Improvement School-Based Yoga and Mindfulness Program

Abstract

Yoga and mindfulness interventions in a school-based setting may have physical and psychosocial benefits for students. These practices are child-centered and supported by literature. Within a local school district, there is a lack of yoga programming and education provided to staff on the benefits of participation. The purpose of this doctoral capstone project was to improve the quality of available resources to school staff, improve the physical and psychosocial well-being of teachers and students, and enhance classroom experiences. To accomplish this, the doctoral capstone student gained a yoga and mindfulness training and certification and implemented practices. Across eleven classrooms, approximately 120 students between three and 12 years old participated in 30-minute yoga sessions once a week for seven weeks within classrooms and resource spaces. Five teachers participated in two, one-hour workshops to translate materials. Surveys were distributed to classroom teachers to report experiences and outcomes. Preliminary results indicate positive effects from the programming including increased teacher knowledge, confidence, and acknowledgement of yoga and mindfulness practices and benefits and overall student success and well-being. The doctoral capstone student recommends the site continues to practice quality improvement by providing opportunities for hands-on learning to support sustainability of yoga and mindfulness programming.