A Qualitative Evaluation of Student Learning and Skills Use in a School-Based Mindfulness and Yoga Program

Abstract

Previous studies on school-based mindfulness and yoga programs have focused primarily on quantitative measurement of program outcomes. This study used qualitative data to investigate program content and skills that students remembered and applied in their daily lives. Data were gathered following a 16-week mindfulness and yoga intervention delivered at three urban schools by a community non-profit organization. We conducted focus groups and interviews with nine classroom teachers who did not participate in the program and held six focus groups with 22 fifth and sixth grade program participants. This study addresses two primary research questions: (1) What skills did students learn, retain, and utilize outside the program? and (2) What changes did classroom teachers expect and observe among program recipients? Four major themes related to skill learning and application emerged as follows: (1) youths retained and utilized program skills involving breath work and poses; (2) knowledge about health benefits of these techniques promoted self-utilization and sharing of skills; (3) youths developed keener emotional appraisal that, coupled with new and improved emotional regulation skills, helped de-escalate negative emotions, promote calm, and reduce stress; and (4) youths and teachers reported realistic and optimistic expectations for future impact of acquired program skills. We discuss implications of these findings for guiding future research and practice.

A qualitative examination of yoga for middle school adolescents

“…The results of the present study are, for the most part, consistent with prior qualitative research on yoga in schools (Case-Smith et al, 2010; Conboy et al., 2013; Dariotis et al, 2016a; Dariotis et al, 2016b; Finnan, 2015; Miller et al, 2014; Wang & Hagins, 2016). For example, many students in the present study reported that they found yoga helpful for enhancing relaxation and reducing stress, a finding that is similar to other qualitative studies of school-based yoga (Conboy et al, 2013; Case-Smith et al, 2010; Dariotis et al, 2016a; Dariotis et al, 2016b; Miller et al, 2014; Wang & Hagins, 2016).…”

“…To our knowledge, 14 qualitative studies of youth-based mind-body interventions have been conducted, all of which have generally shown positive participant-reported outcomes for children, adolescents, and young adults (Case-Smith, Shupe Sines, & Klatt, 2010; Conboy, Noggle, Frey, Kudesia, & Khalsa, 2013; Dariotis et al., 2016a; Dariotis et al, 2016b; Dariotis et al, 2017; Finnan, 2015; Miller et al, 2014; Rosaen & Benn, 2006; Sibinga et al, 2011; Sibinga, Perry-Parrish, Thorpe, Mika, & Ellen, 2014; Tharaldsen, 2012; Wall, 2005; Wang & Hagins, 2016; Wisner, 2014). However, it is important to note that only 12 of the 14 aforementioned studies were conducted within school settings, and only eight evaluated yoga interventions.…”

“…However, it is important to note that only 12 of the 14 aforementioned studies were conducted within school settings, and only eight evaluated yoga interventions. The eight qualitative studies specifically focused on yoga within school settings have generally shown positive self-reported outcomes (Case-Smith et al., 2010; Conboy et al, 2013; Dariotis et al, 2016a; Dariotis et al, 2016b; Dariotis et al, 2017; Finnan, 2015; Miller et al, 2014; Wang & Hagins, 2016). …”

“…It is important to specifically investigate student perceptions of school-based yoga given that, in addition to incorporating aspects of mindfulness and/or meditation, yoga differs from conventional mindfulness-based programs in that yoga also includes physical postures and breathing exercises (Butzer, Bury, Telles & Khalsa, 2016). In addition, the majority of qualitative studies of school-based yoga have been conducted on high school students (Conboy et al, 2013; Miller et al, 2014; Wang & Hagins, 2016) and elementary school students (Case-Smith et al, 2010; Dariotis et al, 2016a; Dariotis et al, 2016b; Dariotis et al, 2017; Finnan, 2015). Furthermore, no studies of school-based yoga have directly compared quantitative and qualitative results emerging from the same sample.…”

“The Program Affects Me ’Cause it Gives Away Stress”: Urban Students’ Qualitative Perspectives on Stress and a School-Based Mindful Yoga Intervention

“…This study is an extension of previous qualitative program findings related to mindful yoga skills learned and program implementation. 35,36 Data from youth focus groups were analyzed to explore the experiences of fifth and sixth grade urban students who attended a 16-week school-based mindfulness and yoga program. We explored the following domains: (1) how youth conceptualized stress; (2) common sources of stress identified by youth; and (3) youths’ perceptions of shifts in their ability to cope with stress after participating in the school-based mindfulness and yoga program.…”