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Introduction
Disadvantaged youth in the United States
are disproportionately more likely to be
sedentary and obese and experience more
stress than their counterparts with higher
socioeconomic status.[1] Obesity and stress
are linked to physical consequences (i.e.,
high blood pressure, glucose intolerance,
asthma, etc.), low self‑esteem,
psychological problems (i.e., anxiety), and
social problems (i.e., bullying).[1,2] Stress
can also negatively impact mental health,
concentration, and sleep, as much as other
physical implications.[3]
In response to low physical activity, high
stress, and discipline issues in urban
youth, yoga is introduced in both physical
education and classroom settings. A review
of the literature of yoga in schools shows
that yoga provides mental health benets,
improves mood and cognition, and has
physiological benets (i.e., improved
blood pressure).[4] Student survey data
Address for correspondence:
Dr. Erica M Thomas,
Department of Education and
Wellness, Elon University, Elon,
NC, USA.
E‑mail: ethomas25@elon.edu
Access this article online
Website: www.ijoy.org.in
DOI: 10.4103/ijoy.IJOY_76_19
Quick Response Code:
Abstract
Background: Disadvantaged youth in the United States are disproportionately likely to be more
sedentary and obese and experience more stress than their counterparts with higher socioeconomic
status. Yoga and breathing and relaxation techniques have positive eects on stress levels, physical
activity levels, and behavior of school‑aged children. Aims: Using social cognitive theory to
examine behavioral, personal, and environmental factors, the purpose of this pilot study was
to examine the multilevel inuences of a yoga‑based classroom intervention on urban youth.
Methods: Using a mixed methodological quasi‑experimental design, this pilot study included the
third grade students (n = 40) at one urban elementary school. A survey contained stress, yoga
behavior, and aggression scales. In addition, individual student interviews, a teacher interview, and
classroom observations were conducted. Results: Paired and independent sample t‑tests showed
pre/post dierences in yoga participation both in and out of school for the intervention participants
(P < 0.01). Qualitative analysis revealed three main themes: (1) increased use and enjoyment of
yoga techniques, (2) behavioral changes both in/out of school, and (3) impact on personal factors.
Conclusions: Findings suggest that urban classrooms should include yoga and mindfulness training
as it contributes to daily student PA and also can be stress relieving, fun, calming, and easy to
perform outside of school.
Keywords: Breathing techniques, elementary school, mindfulness, relaxation techniques, stress,
yoga
The Benets of Yoga in the Classroom: A Mixed‑Methods Approach to the
Eects of Poses and Breathing and Relaxation Techniques
Short Communication
Erica M Thomas,
Erin E Centeio1
Department of Education and
Wellness, Elon University, Elon,
NC, 1Department of Kinesiology
and Rehabilitation Science, The
University of Hawai’i at Mānoa,
Honolulu, Hawaii, USA
How to cite this article: Thomas EM, Centeio EE.
The benefits of yoga in the classroom:
A mixed‑methodsapproach to the effects of poses
and breathing and relaxation techniques. Int J Yoga
2020;13:250-54.
Submitted: 08-Nov-2019 Revised: 12-Mar-2020
Accepted: 07-Apr-2020 Published: 13-Sep-2020
indicated that yoga practice yielded
positive changes in the domains of mental,
emotional, physical, and interpersonal
growth.[5] A study revealed that yoga in
an urban school setting reduced stress and
bullying behaviors.[6] That we know of,
there is no research on a comprehensive
yoga curriculum that includes breathing
and relaxation techniques used as part
of classroom management. Using social
cognitive theory as a framework, the
purpose of this pilot study was to see the
impact of Yoga Calm© on personal factors,
behavior, and the classroom environment.
Methods
Participants
At the beginning of the study, there were 22
students in the intervention classroom and
21 students in the comparison classroom.
A few weeks into the study, ve students
from the comparison classroom were placed
in the intervention classroom, leaving the
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Thomas and Centeio: Benets of yoga in the classroom
International Journal of Yoga | Volume 13 | Issue 3 | September-December 2020 251
intervention classroom with 27 students. The comparison
classroom then only had 16 third graders remaining. Three
students did not complete the postmeasures and were
excluded from the dataset. Therefore, the total number of
participants for this study included 25 for the intervention
group and 15 for the comparison group.
Participants included 40 third‑grade students (Xage = 8;
standard deviation = 0.5; female = 18) in an intervention
group (n = 25) and a comparison group (n = 15), in an
urban school district, in the Midwestern region of the
United States (Caucasian [72%], African American [14%],
Arab American [11%], and Asian American [3%]). Only
17% of the third graders met the Michigan Educational
Assessment Program standards in 2012 and 78% of the
students were eligible for free and reduced lunch.
Procedures
After Institutional Review Board approval, parental consent
and student consent were obtained. A convenience sample
was used for this study where the intervention students were
in a third‑grade classroom whose classroom teacher was
a certied Yoga Calm® instructor. The comparison group
students were part of another third‑grade classroom in the
same school where the teacher was not certied in Yoga
Calm but followed the same academic curriculum. The
survey data were collected at the beginning of the school
year (September) and again after 10 weeks. Surveys were
read out loud, verbatim, to each student. Qualitative data
were collected from observations of the students by both
the PI and by the teacher (three time points), interviews
with the intervention students (post), and an interview
between the PI and intervention classroom teacher (post).
Intervention
Students received Yoga Calm© for 10 weeks, approximately
500 min of yoga and related breathing and relaxation
techniques, taught by a certied Yoga Calm© elementary
teacher. The program is an integration of physical yoga,
mindfulness practice, and social–emotional learning
activities, each part supporting and reinforcing the
others.[7] The program included two, 20 minute sessions of
yoga each week where students performed yoga poses in a
ow and ended with relaxation. It also included multiple
shorter intervals of yoga poses, breathing and relaxation
techniques, used throughout the school day.
Measures
Yoga behavioral characteristics
Six questions were added to the survey to understand yoga
participation at home and school, yoga enjoyment, and
condence and skill related to yoga: “I have participated in
yoga at some time in my life before today” (yes/no answer),
“In the last 3 days how many times did you participate in
yoga at school,” “In the last 3 days how many times did
you participate in yoga at home,” “I enjoy participating in
yoga,” “I feel condent about performing yoga poses,” and
“I think I have the skills needed to perform yoga.”
Stress in children
The self‑assessed stress level of children was measured
using the 21‑item “stress in children” scale.[8] A high score
suggests higher levels of perceived stress. Cronbach’s alpha
was acceptable (α = 0.75).
Modied aggression scale
The aggression of children was measured using the
modied aggression scale: 10 items measuring ghting
and anger.[9] Cronbach’s alpha was moderate for both the
scales (αght = 0.5, αanger = 0.64).
Behavior observation protocol
Behavior was documented using observation forms, lled out
by both the teachers and Principal Investigator (PI) at three
dierent time points. Examples of items noted are “talking
when should be quiet,” “remains on task,” “sits still,” and
“follows directions.”
Student interviews
Students in the intervention classroom participated in
individual semi‑structured interviews. Some examples of
the questions include “Explain the yoga (and techniques)
you used in the classroom,” “what did you like/not like?,”
“did you use the yoga (and techniques) on your own?,”
“how did they help you?,” and “have you noticed any
changes in yourself (the way you behave)?” Questions
were followed up with other specic questions regarding
techniques (breathing and relaxation) and perceived
changes to anger and stress.
Teacher interview
A semi‑structured interview with the intervention classroom
teacher was recorded at the conclusion of the intervention,
lasting 40 min. Two sample questions were “Why did you
introduce yoga into your classroom?” and “What changes
have you noticed as a result of introducing yoga into the
classroom?”
Data analysis
A power analysis was conducted using G*Power (HHU,
Dusseldorf, Germany). Given the lack of previous research
done on this topic, two analyses were conducted, one with
the eect size set at 0.5 (medium eect size) and one with
the eect size set at 0.2 (small eect size). The minimum
amount of participants suggested with a medium eect
size was 45, while the suggested participants with a small
eect size were 272. Given the limited ability we had to
recruit participants for this pilot study, we did the best we
could within the restrictions to meet the minimum of 45
participants.
Data‑source triangulation between all sources of qualitative
and quantitative data was completed to compare alternatives
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Thomas and Centeio: Benets of yoga in the classroom
International Journal of Yoga | Volume 13 | Issue 3 | September-December 2020252
and expose any inconsistencies.[10] A peer debrieng was
done by having an experienced qualitative researcher to
examine the transcripts and coding sheets. A participant
check was conducted by the teacher to examine the
transcripts of her interview to ensure that it was consistent
with her experience. Each of these data sources were
analyzed individually and coded to nd themes.
From Excel, quantitative items were imported into IBM
SPSS, version 22 (IBM Corp. Released 2013. IBM
SPSS Statistics for Windows, Version 22.0. Armonk,
NY: IBM Corp). The data were screened by checking for
assumptions for normality and homogeneity of variances
and for outliers before conducting the analysis. The 40
third graders were screened for missing values on four
initial continuous variables (stress, aggression [ght
and anger], and behavioral characteristics). Among the
predata, the percentage of imputed missing data for the
anger variable was 4% and 12% for the stress variable.
Furthermore, 2% of the postdata for the stress variable were
imputed. Little’s MCAR‑indicated data were observed at
random (P > 0.05). Descriptive statistics were run in SPSS
on all variables and all students in the population to check
the normality and linearity of the distributions [Table 1].
Results
Quantitative
Correlations, t‑tests, and ANCOVA’s were run to
determine group dierences over time. T‑tests revealed
that there were no signicant dierences between groups
at baseline (P > 0.05). Paired and independent sample
t‑tests showed signicant pre/postdierences in yoga
participation both in and out of school for the intervention
participants (P < 0.01). Means increased in the intervention
group, but changes were not signicant in “condence in
yoga” (P = 0.28). Signicant dierences between groups
were not found for stress (P = 0.50), aggression (ghting
P = 0.22), enjoyment of yoga (P = 0.73), and self‑ecacy
for yoga skills (P = 0.48) [Table 2]. A one‑way ANCOVA
determined whether there was a statistically signicant
dierence between the intervention and comparison group
on all variables, controlling for prescores [Table 3]. There is
a signicant eect of Yoga Calm© on yoga participation in
school (F (2,8) = 5.07, P < 0.05) and out of school (F (2,8)
= 19.87 P < 0.05) after controlling for prescores.
Qualitative
Qualitative analysis revealed three main themes that included
teacher and student perceptions: (1) increased use and
enjoyment of yoga techniques, (2) behavioral changes both in
and out of school, and (3) impact on personal factors [Table 4].
Increased use and enjoyment of yoga techniques
Learning Yoga Calm© in the classroom enabled 72% of the
students to use Yoga Calm© techniques outside of school,
on their own. When specically asked about using the
breathing techniques they learned, 84% of the students said
that they used breathing techniques (unprompted by their
teacher) and described that at least one time they used them.
The teacher reported that several students were telling her
they were doing yoga at home, requesting more yoga during
the school day, and using the techniques unprompted by her.
Table 1: Descriptive statistics
Variable Mean SD Cronbach’s alpha
Intervention Comparison Intervention Comparison Intervention Comparison
Behavior characteristics
POST_YogaPart 1 1.13 0 0.342 _ _
PRE_YogaPart 1.36 1.25 0.49 0.447 _ _
POST_Last3DaysSchool 2.72 1.5 1.173 1.095 _ _
PRE_Last3DaysSchool 1 1.19 0.5 0.75 _ _
POST_Last3DaysHome 2.52 1.94 1.229 1.436 _ _
PRE_Last3DaysHome 1.79 1.94 1.117 1.34 _ _
POST_Enjoy_Yoga 3.88 3.94 1.616 1.181 _ _
PRE_Enjoy_Yoga 4.08 4.31 1.077 0.946 _ _
POST_Condence_Yoga 3.92 3.69 1.382 1.352 _ _
PRE_Condence_Yoga 3.88 4.27 1.364 0.772 _ _
POST_YogaSkills 3.48 3.44 1.503 1.504 _ _
PRE_YogaSkills 3.71 4.06 1.428 1.237 _ _
Scales
POST_Stress 47.88 46.33 9.42 8.54 0.74 0.74
PRE_Stress 49.76 46.13 9.94 6.65 0.75 0.75
POST_Fight 8.32 8.56 2.90 3.34 0.51 0.51
PRE_Fight 8.64 7.43 2.57 3.05 0.67 0.67
POST_Anger 8.59 6.64 2.40 1.59 0.64 0.64
PRE_Anger 7.50 7.35 2.41 1.90 0.63 0.63
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International Journal of Yoga | Volume 13 | Issue 3 | September-December 2020 253
Behavioral changes
Seventy‑six percentage of the students interviewed said
that they have changed their behavior at school or home
as a result of the Yoga Calm© program. Many things like
concentration, focus, attention, and being dgety and antsy
improved. Joanne and the PI observed these changes in
her students. More notably, for Joanne, she noticed “Yoga
in my classroom creates a sense of community. They are
more of a unied group. Something about yoga brings the
students together, almost like team building.”
Personal factors
Eighty‑four percentage of the children interviewed said that
they have changed personally since having Yoga Calm© in
their classroom, such as they are less stressed, more calm,
happier, and now have a knowledge of yoga and how and
when to use it. The classroom teacher also noticed that
children who were the most stressed and anxious had
released their anxiety and no longer showed signs of stress.
Self‑regulation
A subtheme of personal factors is the theme of self‑regulation.
Children were using Yoga Calm© specically when angry
or for purposes of calming down or dealing with stress:
more than half (56%) of the children said that they now
specically use breathing techniques learned in the classroom
for purposes of dealing with anger or for calming themselves.
Discussion
The results of this study are meaningful, in which they
show the impact of a comprehensive yoga, breathing,
and relaxation program on a classroom environment
through changes in perceived stress, observed behavior,
and personal factors. The social cognitive theory states
that behavior, personal factors, and environmental factors
interact with each other and change one changes them
all.[11] The implications of yoga as a calming tool can be
eective for both classroom management and culture and
for inuencing the children personally.
Changing the classroom environment to include yoga and
breathing and relaxation techniques can decrease stress levels
or the perceived stress levels of children in the classroom, as
seen in the previous study.[12] A study that showed the positive
eects of relaxation training of children on both physiological
markers (blood pressure, pulse rate, and body temperature)
and self‑reported mood and somatic condition could be a
mechanism.[13] Decreasing anxiety levels in children can
further improve the classroom environment, by preventing
chaos, decreasing noise volumes, and increasing time ability
to focus.[14] Yoga might give children a “framework for
processing and handling their emotions, helping to defuse
anger and stress.”[15] We found in the current study that
children not only signicantly increased their knowledge of
yoga but also learned when to use it and why.
Limitations
This pilot study had some limitations. First, the use of
a Yoga Calm© certied teacher in a classroom setting
removed the possibility of a random sample. Second, the
small sample size aected the power of the analysis and
generalizability of the results. Another major limitation was
the 10‑week duration of the treatment.
Conclusions
The inuence of environment, behavior, and personal eects
were intertwined, changing the classroom culture. As one
construct saw improvements, so did another. Yoga was added
to the classroom environment, and behavior and personal
factors improved. Yoga was introduced as a response to
children's behavior, and the climate (environment) of the
classroom changed (i.e. became more calm). The students
started to see changes in themselves (reduced stress, more
calm), and in turn their observed behavior in the classroom
improved. Yoga Calm© was easily added as part of classroom
management and in response to or in anticipation of student’s
behavior. In particular, for urban youth, yoga and related
techniques are inexpensive, easy to learn, and can be done in
the home with little space. Yoga Calm© is a great way to add
Table 3: ANCOVA postgroup dierences controlling for
prescores
Variable FSignicance η2
Yoga participation 5.07 0.03* 0.13
Yoga participation at school 19.87 0.00** 0.35
Yoga participation at home 0.68 0.42 0.02
Yoga enjoyment 1.72 0.18 0.14
Yoga condence 0.11 0.74 0.06
Perceived Yoga skill 0.31 0.87 0.05
Stress 1.06 0.45 0.56
Fighting 0.72 0.71 0.28
*P<0.05, **P<0.000
Table 2: Independent t‑test comparing change from post
to pre between intervention and comparison groups
Variables tSignicance Mean
dierence
ES
Yoga behavior
characteristics
Δ Yoga participation −1.67 0.10 −0.23
Δ Yoga participation at
school
3.47 0.01* 1.40
Δ Yoga participation at
home
1.46 0.15 0.72
Δ Yoga enjoyment 0.33 0.73 0.17
Δ Yoga condence 1.09 0.28 0.61
Δ Perceived Yoga skill 0.70 0.48 0.39
Scales
Δ Stress −0.67 0.50 −2.08 −0.23
Δ Fighting −1.23 0.22 −1.44 −0.40
*P<0.05. ES=Eect size, Δ=change from pre to post
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Thomas and Centeio: Benets of yoga in the classroom
International Journal of Yoga | Volume 13 | Issue 3 | September-December 2020254
physical activity to create a community in the classroom that
can improve behavior and decrease stress levels, which, in
turn, can aect the learning levels of children in the classroom.
Acknowledgments
We would like to thank the students and teacher at the
elementary school for their time participating in surveys,
interviews, and observations. We would also like to thank
the creators of Yoga Calm© for sharing their curriculum
training and for their guidance.
Financial support and sponsorship
Nil.
Conicts of interest
There are no conicts of interest.
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Table 4: Qualitative quotes by theme
Theme Dened Quote
Increased use and
enjoyment
Use of techniques at school
and home
“Sometimes my mom has to make my baby brother a bottle or something and I will
sit on my bottom and I will do stu, like the funny poses for him, and he will start
laughing. Like he thinks the eagle is funny when you sit on your perch. He thinks
because when I go up and let it go I make the volcano sounds so he thinks volcano
breaths are funny, too”
Enjoy techniques Ashton says he uses the breathing “before bed and when I am mad. I do the belly
breaths so I can calm down”
Change in behavior Concentration, focus,
attention, and being dgety
and antsy improved
Stewart says, “A few months ago I was doing really bad in class (messing around with
my friends) and when we started doing yoga it changed me. So now I am sitting down
when she tells me”
Joel, says “When I get back from lunch and I am just really hyper, I just sit down in
my seat and do belly breaths. It helps me work better. And pay attention in class”
Amy says, “One day I was frustrated (in class) so I got up and I did the tree. And I
closed my eyes and I took deep breaths in and out. It made me feel better because then
I calmed down and I got to do my work because I felt better”
Change in personal
factors
Less stress, more calm, and
self‑regulation
And Renee said this of dealing with her brother at home, “I wanted to play with him
and his friend and he wouldn’t let me. So I got mad at him. So I took belly breaths and
I asked him one more time nicely, cause I asked him meanly the last time. And then he
said yeah”
Self‑regulation Jalen said, “My anger comes out when I am at home, especially when I am wrestling.
And something just pops out and I can’t control it, so I use the breaths now. I learned
how to keep him in. But when I used to wrestle he always use to come out and I
couldn’t put him back in”
More calm Joel says, “I have been a little bit calmer. I have been letting stu get by me a little bit,
too. Plus it helps me take my mind o stu”
Amanda says, “It really calms me down a lot and it helps me relax and it helps me feel
like I am building strength”
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