effects of a school-based yoga curriculum on reported ......breathing, exercise, meditation and...

Running head: EFFECTS OF SCHOOL-BASED YOGA ON BEHAVIOR INCIDENTS 1

Effects of a School-Based Yoga Curriculum on

Reported Classroom Physical Behavior Incidents

Alexis Mason

Portland State University

EFFECTS OF SCHOOL-BASED YOGA ON BEHAVIOR INCIDENTS 2

Abstract

Disruptive student classroom behavior, including physical aggression, is a challenge that many

elementary school teachers face daily. Children experiencing traumatic life events may be more

likely to display such behavior in the classroom and be subject to disproportionate rates of

discipline. While not all physical aggression in the classroom is rooted in traumatic

experiences, it is important for school systems to consider this factor and implement

interventions that are trauma-informed. School-based yoga is one such approach that targets

students’ ability to regulate their emotions, including feelings of anger and frustration. Students

learn breathing and relaxation techniques, physical postures to enhance strength and self-control,

and receive emotional guidance from a trusted adult throughout the process. The purpose of this

pre-experimental, predictive study was to determine the impact of a series of three school-based

yoga lessons on teacher-reported physical behavior incidents at a public elementary school that

utilizes a trauma-informed framework. While reliability and validity of the study is not

guaranteed, initial results showed an overall average 20% decrease in the number of reported

behavior incidents, suggesting a need for further research.


Table of Contents

Introduction……………………………………………………………………………………….4

Literature Review…………………………………………………………………………………5

Method…………………………………………………………………………………………...11

Results……………………………………………………………………………………………16

Discussion………………………………………………………………………………………..18

Conclusion……………………………………………………………………………………….20

References………………………………………………………………………………………..22

Appendix A………………………………………………………………………………………23

Appendix B………………………………………………………………………………………26

Appendix C………………………………………………………………………………………28


Effects of a School-Based Yoga Curriculum on

Reported Classroom Physical Behavior Incidents

Disruptive student classroom behavior is a challenge that many professional educators

face daily. At the elementary school level, teachers are tasked with managing disruptive

behaviors such as student noncompliance, tantrums, talking out of turn, name-calling, and

physical aggression such as hitting and fighting. The root of these behaviors can be traced to

various factors, including the children’s developmental stage, biological causes (such as autism,

or difficult temperament), or environmental factors, such as stress caused by trauma (Gresham,

Ramsey, & Walker, 2003).

Children experiencing prolonged trauma or adversity may have difficulty with emotional

regulation and self-expression, manifested by anger and physical aggression (Cox & Walkley,

2013). While not all disruptive physical classroom behaviors can be attributed to traumatic

experiences, oftentimes it is a factor. There are many approaches to managing such behavior in a

school setting. School-based yoga is a trauma-sensitive intervention that has shown positive

effects on negative behavior, leading to the development of skills in stress management and

emotional regulation (Butzer, Ebert, Khalsa, & Telles, 2015).

Schools across the United States are increasingly turning to school-based yoga programs

as an effective method of stress reduction for students. There are many programs in existence,

teaching the basic elements of yoga, including breathing, exercise, meditation and positive

thinking, lifestyle, and relaxation, along with “a variety of additional educational, social-

emotional, and didactic techniques to enhance students’ mental and physical health and

behavior” (Butzer et al., 2015b; Gillen & Gillen, 2007). Research on yoga interventions in


schools is limited, but preliminary studies show positive effects on several factors, including

“emotional balance, attentional control, cognitive efficiency, anxiety, negative thought patterns,

emotional and physical arousal, reactivity, and negative behavior” (Butzer et al., 2015b).

Considering what is known about the calming effects of yoga in adults and youth, schools

and students could benefit from the implementation of a school-based yoga program. In an

elementary school where many students who have been exposed to traumatic events, and

physical classroom behavior is a concern, yoga could have an especially profound impact. This

project focused on the effects of classroom yoga lessons on student physical behavior incidents

at a public elementary school piloting a trauma-informed program. The researcher was

interested in answering the following question: Will a series of school-based yoga lessons impact

the number of teacher-reported physical behavior incidents at Elmonica Elementary School? It

is hypothesized that there will be a slight reduction in the number of reported incidents.

Review of the Literature

The Impact of Trauma on Development and Behavior

The effects of trauma in children are many, and potentially long-lasting without

intervention. Trauma is defined in the Diagnostic and Statistical Manual of Mental Health

Disorders, Fifth Edition (DSM-5) as “exposure to actual or threatened death, serious injury, or

sexual violence” and includes events such as (but not limited to) threatened or actual physical

assault, threatened or actual sexual violence, being kidnapped, natural or human-made disasters,

and severe motor vehicle accidents (American Psychiatric Association, 2013). Cox and Walkley

(2013) refer to childhood stress, which is considered a continuum with normative, age-

appropriate stress on one end, and traumatic stress on the other. There is also toxic stress,


occurring “when a child experiences strong, frequent, and prolonged adversity, like emotional or

physical neglect” (Cox & Walkley, 2013). Children under acute or chronic stress may exhibit

symptoms of stress at school or at home, including: headaches, general tiredness, uncontrollable

crying, or inability to cry, irritability, general anger, jumpiness, and feeling overwhelmed or

wanting to run away (Allen & Klein, 1997).

Traumatic events during childhood, whether they are a single occurrence or prolonged

adversity over time, can alter brain structure and lead to a hypervigilant “fight, flight, or freeze”

state in many children. They can become easily overstimulated and have difficulty with

emotional regulation and expressing their feelings in words, leading to anger or physical

aggression (Cox & Walkley, 2013). Without effective intervention, trauma-impacted students

may come to be known as children with “problem behaviors” and are at-risk of dropping out or

being pushed out of school via repeated suspensions and/or expulsions (Dorado, Leibovitz,

Martinez, & McArthur, 2016). For instance, in their research study, Dorado et al. (2016)

discussed how “the trauma of community violence disproportionately affects highly stressed

neighborhoods often inhabited by communities of color.” To demonstrate this effect, they noted

that in 2009-2010, African-American students in the San Francisco Unified School District were

suspended at 6.5 times the rate of European American students (as cited in Dorado, Leibovitz,

Martinez, & McArthur, 2016).

Trauma-Informed Schools: Components, Successes, and Challenges

Oehlberg (2008) states that “the correlation between trauma and low academic

achievement is very strong.” Furthermore, schools attempting to address learning and behavioral

issues through traditional educational strategies have typically not achieved the desired

outcomes. A trauma-informed school is one that integrates trauma sensitivity into the


educational system (Oehlbert, 2008). Oehlberg (2008) refers to five components of a successful

trauma-informed school: Administrative commitment to trauma sensitivity (ensuring total

emotional security for students and staff, building a school climate of respect), restorative

disciplinary policies (instead of punishment), staff development through in-services on brain

development and trauma, student referral to intervention by mental health specialists, and student

education on brain development. Cox and Walkley (2013) posit that “early prevention and

intervention are essential considerations for programs designed to be responsive to trauma-

affected children.” Schools interested in becoming trauma-responsive should partner with early

care and intervention programs to provide a continuum of support services for students.

Researchers from the University of California, San Francisco conducted a study in four

trauma-impacted schools in the San Francisco Unified School District, utilizing the Healthy

Environments and Response to Trauma in Schools Program (HEARTS) (Dorado et al., 2016).

HEARTS is a whole-school, multi-tiered program that promotes school success for trauma-

impacted students. The results indicated overall effectiveness in mitigating the effects of trauma

in schools. Specifically, at one school that consistently collected data, they noted a large

decrease – 86% - in the number of physical aggression incidents between the year prior to the

start of the study, and five years after implementation (Dorado et al., 2016).

There are some challenges with implementing a school-wide trauma-informed program.

One problem is changing the organizational culture of a school, where many staff are used to

doing things a certain way, despite ineffective results. Other challenges include staff being ill-

equipped to “handle the depth of feelings and mental health needs of those suffering from

trauma” (Cox & Walkley, 2013). Buy-in and commitment from the school leadership is also

necessary to run a successful trauma-informed program. Despite challenges in implementation, a


school principal at Lincoln High School in Walla Walla, Washington, led his school’s transition

to a trauma-informed approach in 2010, resulting in an 85% reduction in suspensions, 40%

reduction in expulsions, and 50% reduction in written referrals (Cox & Walkley, 2013).

School-based Yoga

Definition of Yoga; Impact on Health.

The term “yoga” can have varying definitions and styles, but the ancient practice, which

predates the beginnings of Hinduism, typically includes systematic training in five areas:

breathing, exercise, meditation and positive thinking, lifestyle, and relaxation (Gillen & Gillen,

2007). Generally, yoga practice can have positive effects on physical health, as well as mental

well-being. It is known to reduce stress and enhance mood in adults (Butzer et al., 2015a). Yoga

can also yield similar results in youth, including improvements in physical and mental health,

and reduction of physiological and psychological stress (as cited in Butzer, et al., 2015a).

Studies suggest that yoga has a positive impact on the physical and emotional well-being

of trauma survivors (as cited in Racco & Vis, 2015). The practice “provides a non-threatening

physical method of treatment that focuses on body awareness and internal processes” (Racco &

Vis, 2015). One study focused on the use of yoga with traumatized youth aged 12-21 in a

residential treatment setting. Although the study was limited in its scope, it found yoga to be a

“promising practice” for those with severe emotional, behavioral, and self-regulation difficulties

(as cited in Racco & Vis, 2015).

Yoga practice has shown positive effects in youth with disabilities who may exhibit

disruptive behaviors. Jensen et al. (2012) conducted a study on adolescent boys diagnosed with

attention deficit/hyperactivity disorder (ADHD) who did yoga for a period of twenty weeks. The


researchers found potential evidence of reduced mood swings, hyperactivity, social problems,

and emotional outbursts, particularly in the evenings after their ADHD medication had worn off

(Jensen, et al., 2012). In another study, Buckley-Reen, Garg and Koenig (2012) looked at the

effectiveness of the Get Ready to Learn Yoga Program on students with autism spectrum

disorders (ASD). They found that there was a significant decrease in teacher ratings of

maladaptive behavior, as compared with the control group in the study (Buckley-Reen et al.,

2012).

Studies on School-Based Yoga.

School-based yoga programs are increasingly being utilized as an intervention to enhance

skills such as self-regulation and prosocial behavior (Butzer, et al., 2015b). There are many

programs currently in existence. Through comprehensive online, listserv, and database searches,

Butzer et al. (2015b) identified thirty-six programs offering yoga in more than 940 schools

across the United States. Inclusion criteria required that an organization be providing yoga-

based programming in a U.S. school, and must include physical postures/breathing exercises in

addition to meditation. Research on the efficacy of these programs is limited, and of low-to-

moderate methodological quality. However, preliminary results indicate that yoga within the

school curriculum may be an effective method to help youth develop skills in stress management

and emotional regulation (Butzer et al., 2015b).

There are some challenges to implementing yoga within school settings, noted in the

study by Butzer et al. (2015b). The main obstacle is the navigation of “traditional bureaucratic

structures, combined with potential fears and misunderstandings about yoga,” which can cause

some parents to hesitate in endorsing participation of their children in a yoga curriculum (Butzer

et al., 2015b). An example of such resistance is a court case in Encinitas, California, where a


group of parents sued the school district for implementing a yoga program because they

considered it to be religious in nature; the judge ruled in favor of the school district, allowing the

classes to continue (Devine & Stickney, 2013).

Implications of School-Based Yoga for the School Counseling Profession.

Butzer et al. (2015b) stressed the importance of “educational policy makers and

administrators; school health providers, such as nurses and counselors; and academics”

becoming aware of the growing number of school-based yoga programs in existence. This type

of intervention aligns with the primary role of school counselors, who are responsible for

supporting the academic and social/emotional needs of all students in a school. In their study,

Butzer et al. (2015b) noted that the majority of school-based yoga programs, in addition to

covering the basic elements of yoga, also included nonyoga components, “such as games, songs,

arts and crafts, journaling, team-building, and community-enhancing exercises” which teach

skills such as “social-emotional learning, bullying prevention, peer-counseling techniques,

community action and outreach, leadership training, and character development.”

One program that includes many of the above-mentioned facets is Yoga Calm for

Children (referred to as Yoga Calm for the duration of this paper). This is a curriculum that was

designed by two former school counselors, for use by teachers, school counselors, occupational

therapists, and physical education teachers. Yoga Calm is a “melding of “the traditional Hatha

yoga practices of mindfulness, physical poses, and nervous-system regulation with

social/emotional skill development and emotional support and guidance” (Gillen & Gillen,

2007). The method not only focuses on developing students’ physical needs through yoga

practice, but also integrates social/emotional learning through breath work, guided relaxations,

storytelling, and emotional guidance, making it an ideal choice for school counselors in need of


effective social/emotional learning tools (Gillen & Gillen, 2007). While the researcher in this

study could not identify any formal research conducted on the efficacy of the Yoga Calm

program, it was the preferred curriculum for this project, based on other positive counselor

recommendations, as well as its sensitive approach with students from trauma backgrounds.

Method

This pre-experimental, predictive research study was conducted to determine the impact

of a series of three Yoga Calm lessons on teacher-reported behavior incidents at Elmonica

Elementary School. Through informal needs assessments conducted with administrators at the

school, as well as examination of the school’s internal behavior data tracking system, referred to

as the Behavior Incident Document (BID), the researcher determined that school-wide disruptive

student behavior was a concern. All school staff have access to the BID, where they can

document student behavior incidents occurring on school grounds. At the time of the needs

assessment, 60.8% of the reported behaviors were classified as “Physical Harm to Self/Others”

(including hitting, shoving, kicking, punching, etc.). The researcher concluded that this category

of behavior would be an appropriate area of focus for the action research study. To further refine

the study, the researcher examined the BID to determine where the most behavior incidents were

occurring and noticed that 38.8% of the incidents happened in classrooms. Furthermore, 38% of

the referrals were linked to students’ inability to manage anger or disappointment, indicating a

need for support in this area.

On a separate but related note, Elmonica Elementary School was one of eleven schools in

the Beaverton School District chosen in 2017 to pilot a trauma-informed program called “Culture

of Care.” The program’s framework, in alignment with trauma-sensitive practices, consists of

several domains, including: Regulation Strategies; Routines, Rituals and Classroom Ecology;


Consistent Adult Responses; Adult Regulation and Self-Care; Adult Attunement; Community-

Building; Identification of Emotions; Managing Emotions; Expressing Emotions; and Social

Thinking and Interaction Skills.

In determining an intervention to address the school’s disruptive classroom physical

behavior concerns, the researcher was mindful of the need to implement a trauma-sensitive

intervention that would contribute to the enhancement of the Culture of Care program.

Therefore, the researcher chose to utilize the Yoga Calm for Children curriculum as the primary

intervention, which is known to be effective in supporting children’s emotional regulation skills.

Five classrooms were identified for the study. The intervention period lasted a total of eight

weeks. Daily behavioral data was tracked by teachers in the form of tally marks, then collected

and analyzed by the researcher to determine any change from the initial baseline.

Participants

Site and Population.

The research study was conducted at Elmonica Elementary School, located in Beaverton,

Oregon. Elmonica is a public K-5 Title I school, with 50% of students being considered

economically disadvantaged in the 2015-2016 school year (“Oregon Report Card”, 2015-2016),

meaning they qualify for free or reduced lunch. Approximately 730 students attended the school

during the 2017-2018 school year. The population is diverse, with Hispanic/Latino students

comprising 31% of the student body, followed by 30% white students, 28% Asian, 7%

Multiracial, and 3% Black/African American. In 2015-2016, 25.9% of the population were

mobile students, 38% were Ever English Learners, and 12% were students with disabilities

(“Oregon Report Card”, 2015-2016).


Sample Population.

Participants for the study were determined through review of the Elmonica Behavior

Incident Document (BID). The researcher reviewed the cumulative BID data for the 2017-2018

school year to ascertain which classrooms were reporting the highest numbers of disruptive

physical behavior incidents. It was determined that the top five classrooms reporting the highest

numbers of physical behavior incidents would be chosen to receive the Yoga Calm intervention.

This resulted in four kindergarten classes and one second grade class being selected.

Each of the five classrooms involved in the study contained between 22-27 students. The

sample was roughly equal in numbers of male and female participants. No further demographic

or identifying information was collected on the sample population. Teachers were consulted to

assure their approval of the project. Since Yoga Calm is considered a part of the public

educational system’s normal instructional technique/curriculum, and no identifying information

was collected on the participants, parental consent was not necessary in this case.

Data Collection

The researcher used the Elmonica Behavior Incident Document (BID) as an initial

screening tool for the study. The BID information assisted in the refinement of the study design,

as well as determining which students would receive the intervention. For study data collection

purposes, the researcher designed a tally sheet (See Appendix A) for the five classroom teachers

to use during the eight-week intervention period. Teachers were instructed to choose two days

out of each week of the intervention period to mark tallies for each physical behavior incident

occurring in the classroom. At the end of the intervention period the researcher collected the


tally sheets from all five teachers and analyzed the outcome data to determine if the reported

behaviors increased or decreased from week to week, and overall.

Procedure

After examining the BID and determining the top five classrooms to receive the

intervention, the researcher then set a timeline for the study. Based on the researcher’s time

constraints at the study site, a schedule was set for one Yoga Calm lesson per week, per

classroom, for three weeks. Due to a school holiday occurring during the intervention period,

there was one week of no lessons (between the first and second week’s lessons). The researcher

also allotted two weeks before Yoga Calm lessons began, and two weeks after lessons ended, for

teachers to track behavioral data in their classrooms, which helped to establish a baseline for data

comparison during the weeks where lessons took place.

Lesson plans were designed by the researcher, who also served as the instructor for each

session. They were created using the Yoga Calm Class Planner, which provided a framework for

the sessions. Specific lesson plans with flow sequences can be found in Appendix B. While

the researcher did not receive formal training in the Yoga Calm curriculum, they utilized

instructional materials from the book Yoga Calm for Children, by Lynea Gillen and Jim Gillen

(2007), and consulted with a yoga professional experienced in teaching yoga to young children

to ensure authenticity.

Each yoga lesson lasted approximately twenty-five minutes and took place on the

carpeted area in each of the identified classrooms. Teachers were always present and sometimes

took part in the sessions. Typically, the lesson began with the researcher establish/reviewing

norms and expectations with the group, followed by dimming of the lights and soft, relaxing


music being played. A typical “flow” was guided by a specific goal, i.e. “Self-Regulation,” and

consisted of a stillness activity (usually deep breathing), a series of physical postures, a

community-building activity, and a final relaxation (belly breaths, one-minute exploration, etc.).

After the first lesson, the researcher invited certain students up to the front of the group to lead

various postures, with the goal of increasing their self-esteem and feelings of connection to the

activity. The researcher also designed posters (see Appendix C) for each classroom containing

visuals of some of the postures students learned, so they could reference it any time if they

needed to utilize a calming strategy during the school day.

Data Usage

Upon completion of the eight-week intervention period, the researcher collected the tally

sheets from classroom teachers in each of the five identified classrooms. All teachers involved

in the study completed their tally sheets consistently for the duration of the intervention period.

One teacher tracked data electronically, while the other four utilized a paper and pencil method.

The researcher sent weekly reminder emails to all teachers involved. The researcher manually

summed each teacher’s weekly physical behavior incident numbers, then input the data into an

Excel spreadsheet for further analysis. Data was analyzed in several ways: 1) weekly fluctuation

of overall numbers of reported physical behavior incidents; 2) weekly fluctuation of numbers of

individual classroom reported physical behavior incidents; 3) weekly percent change in overall

reported physical behavior incidents; 4) overall percent change in average number of reported

physical behavior incidents.


Results

Results of the data analysis indicate an overall decrease in the numbers of reported

classroom physical behavior incidents during the weeks when Yoga Calm was being taught

(referred to as “Week X - YC” in the following figures). The numbers of reported classroom

physical behavior incidents increased during the weeks when Yoga Calm was not taught

(referred to as “Week X – Non” in the following figures). See below Figure 1 for complete

breakdown of data.

Figure 1. Overall physical behavior incidents by intervention week.

45

57

39

54 52

36

54 56

0

10

20

30

40

50

60

Week 1 - Non Week 2 - Non Week 3 - YC Week 4 - Non Week 5 - YC Week 6 - YC Week 7 - Non Week 8 - Non

Overall Physical Behavior Incidents by Intervention WeekNon = Non Yoga Calm Week / YC = Yoga Calm Week

Number of Incidents


Figure 2. Overall percent change of physical behavior incidents.

This figure is a visual representation of the overall percent change of teacher-reported

physical behavior incidents by intervention week. Behavior incidents increased by as much as

50% during the non-Yoga Calm weeks.

Figure 3. Average number of physical behavior incidents.

The researcher calculated the overall average number of physical behavior incidents

occurring during non-Yoga Calm lesson weeks (referred to as “Non YC Avg.” in Figure 3), as

-40%

-30%

-20%

-10%

0%

10%

20%

30%

40%

50%

60%

Week 1 - Non Week 2 - Non Week 3 - YC Week 4 - Non Week 5 - YC Week 6 - YC Week 7 - Non Week 8 - Non

Overall Percent Change of Physical Behavior Incidents - 8 Weeks

53.2

42.3

0

10

20

30

40

50

60

Non YC Avg. YC Avg.

AVG. NUMBER OF PHYSICAL BEHAVIOR INCIDENTS (20% AVERAGE DECREASE)


well as the overall average number of physical behavior incidents occurring during Yoga Calm

lesson weeks (referred to as “YC Avg.” in Figure 3). They then calculated the percent change in

numbers of average incidents (Non YC Avg. vs. YC Avg.), resulting in an overall 20% average

decrease.

Discussion

This study aimed to examine the effects of a school-based yoga curriculum on reported

classroom behavior incidents at a public, trauma-informed elementary school. Based on the data

collected, it appears the yoga lessons had a positive impact on the occurrence of physical

classroom behavior incidents at Elmonica Elementary School. However, though the data

collected reflects a decrease in the overall number of physical behavior incidents from non-Yoga

Calm lesson weeks to Yoga Calm lesson weeks, it should be interpreted cautiously due to the

lack of a control group and limited data collection. The study’s reliability and validity were

compromised because of these factors.

Limitations

While the results of the Yoga Calm intervention are promising and reflect some possible

correlation between yoga and disruptive classroom behavior, there are several limitations to the

study. First, the lack of a control group limited the scope and design of the study. In addition,

the study did not collect perception data from students or teachers, which further limited the

study’s reach. Surveying the students with a pre/post-test, or surveying teachers’ perceptions of

student behavior before and after the intervention period would have provided additional layers

of data and understanding of the true impact of the yoga lessons.


Additionally, the data collection method was limited in scope. Due to the teachers’ busy

schedules, and oftentimes hectic classroom environments, the researcher strived to limit the

amount of work required of them for the study. Therefore, they were asked to track data for two

days of their choosing, each week of the intervention (as opposed to tracking the incidents every

day of the week). This type of data collection was subject to variability based on factors such as

teacher accountability (for example, remembering to mark the tallies on any given day), the

unpredictability of student behavior on any given day, and absenteeism on tally days of students

with higher tendency to act out. Ideally the researcher would have collected data for each day of

each week of the intervention period, but this seemed unrealistic given the teacher’s time and

energy constraints.

Implications and Recommendations

The results of this study suggest a correlation between school-based yoga lessons and the

occurrence of physical behavior incidents in elementary schools. Although the study took place

in a school where many students come from trauma-impacted backgrounds, a fact that attributes

to the high levels of reported physical behavior incidents, it could be replicated in any type of

educational setting where student behavior is a concern. Considering the small scope, limited

time frame, and simple data collection of this study, the researcher recommends that future

studies incorporate more variables and a control group to truly ascertain the effects of yoga on

student behavior.

It is interesting to note that the numbers of behavior incidents consistently dropped each

Yoga Calm week, while they consistently rose each non-Yoga Calm week. This observation

indicates a need for consistent implementation of any school-based yoga program, if the school

truly desires change in behavioral data. If the data collected in this study is an accurate reflection


of the positive impact of Yoga Calm, the researcher posits that consistent, daily or weekly yoga

lessons – even if they are short in duration – can have a profound impact on disruptive classroom

behavior. Yoga Calm is easy to learn and simple in nature, making it an ideal tool for teachers to

use during transition times, community circles, before testing, etc. Counselors can lead the way

in implementing a school-wide yoga program, training teachers in the techniques for a more

systemic impact. In a school where many students are affected by traumatic experiences, this

approach could have a far-reaching effect on problematic and disruptive classroom behavior.

Conclusion

This study provided a small window into the efficacy of school-based yoga with

disruptive classroom physical behavior incidents at the elementary school level. The results,

although limited by various factors, align with current research on the positive effects of yoga on

mental health, stress levels, and overall wellness. Students experiencing traumatic events serve

to benefit from the implementation of a school-based yoga program. Schools utilizing a trauma-

informed framework would also benefit from the system-wide teaching of yoga to students, as it

is a source of emotional regulation for students. School counselors advocating for yoga in

schools as a component of their comprehensive school counseling programs could potentially

increase equity for all students by indirectly helping to lower discipline rates within the school.

Further research into this topic is suggested to provide counselors evidence of effectiveness and

justification of the use of yoga in their schools.


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y%20Resources%20and%20Articles/Trauma%20Informed%20Practice/WhySchoolsNee

dToBeTraumaInformed(2).pdf.

Oregon Report Card, Elmonica Elementary School. (2016). Retrieved from

https://www.beaverton.k12.or.us/schools/elmonica/PublishingImages/Elmonica%2015-

16%20report%20card.pdf.

Racco, A. & Vis, J. (2014). Evidence based trauma treatment for children and youth. Child and

Adolescent Social Work Journal, 32(2), 121-129. DOI: 10.1007/s10560-014-0347-3.

https://www.aft.org/periodical/american-educator/winter-2003-2004/heading-disruptive-behavior

https://www.aft.org/periodical/american-educator/winter-2003-2004/heading-disruptive-behavior

https://doi.org/10.1177%2F108705470400700403

http://www.healthiersf.org/RestorativePractices/Resources/documents/RP%20Community%20Resources%20and%20Articles/Trauma%20Informed%20Practice/WhySchoolsNeedToBeTraumaInformed(2).pdf






Appendix A

The following page contains the tally sheet teachers used to track physical behavior incidents in

the classrooms selected for the Yoga Calm intervention.


Elmonica Elementary School Tally Sheet for Mrs. Mason’s action research project

Please pick 2 days out of each week for your tallies.

Week of January 29

Day 1 Day 2

Week of February 5

Day 1 Day 2

Week of February 12

Day 1 Day 2

Week of February 19

Day 1 Day 2


Week of February 26

Day 1 Day 2

Week of March 5

Day 1 Day 2

Week of March 12

Day 1 Day 2

Week of March 19

Day 1 Day 2


Appendix B

Yoga Calm Lesson Plan #1

February 12 & 13, 2018

K/2nd grade

Curriculum Lesson Goal: Calm/Self-regulation

1. Intro Remarks

a. What is Yoga?

b. Class Expectations – Listen with your whole body, use quiet voices, respect

others’ space, keep a positive attitude

c. Intention: “I am calm. I am strong.”

2. Postures

a. Stillness: Maple Leaf Breaths

b. Listening: Roots, Tree pose

c. Grounding: Bird (Arm Swing)

d. Strength: Mountain, Wood Chopper

e. Community: Tree w/partner

3. Final Relaxation: Leaf breaths x 5, repeat intention


February 26 & 27, 2018

K/2nd Grade

Curriculum Lesson Goal: Relaxation/Calm

1. Intro Remarks

a. Review Yoga Calm expectations - Listen with your whole body, use quiet voices,

respect others’ space, keep a positive attitude

b. Introduce leaders

c. Intention: peace

2. Postures

a. Stillness: Belly breaths x 3 (ocean imagery)

b. Listening: Volcano breaths x 4. Send peaceful thoughts to one another. Roots.

c. Grounding: Tree pose w/leader

d. Strength: Mountain w/leader, eagle, eagle on a cliff


e. Community: Tree circle

3. Final Relaxation: One minute exploration, three belly breaths.


March 5 & 6, 2018

K/2nd Grade

Curriculum Lesson Goal: Focus

1. Intro Remarks

a. Review Yoga Calm expectations - Listen with your whole body, use quiet voices,

respect others’ space, keep a positive attitude.

b. Remind students this is the last lesson

c. Intention: Self-control. What is it? How does it connect to yoga?

2. Postures

a. Stillness: Belly breaths w/Hoberman sphere x 6 (Leader)

b. Listening: Roots (Activate/Relax). (Leader)

c. Grounding: Upward Mountain/Crescent Moon, Warrior

d. Strength: tree posture (leader), dancing tree, Wood Chopper (try to focus on your

piece of wood), Volcano breaths x 5

e. Community: Back drawing (flowers blooming after the storm), share

messages/gifts drawn

3. Final Relaxation: 3 belly breaths w/Hoberman sphere


Appendix C

effects of a school-based yoga curriculum on reported ......breathing, exercise, meditation and...

Documents