Abstract
Increasingly, school-aged children present with challenging emotional and behavioral problems and may be resistant to traditional
special education approaches (Smith et al., Behav Disorders 36(3):185–194, 2011). These programs do not take into consideration the specific needs of students with emotional and behavioral disorder (EBD).
We examined the feasibility and potential for positive effects of yoga sessions within a school setting for children with
EBD at an urban elementary school. Thirty-seven children with EBD in an urban school completed a yoga intervention in small
groups (7–10 students) twice per week for 3 ½ months. Teachers, parents, and students completed a systematic pre- and post-intervention
assessment, and yoga instructors completed attendance and behavior checklists. Average attendance for the yoga sessions was
90 %. Eighty percent of responders described being very satisfied with the intervention. Teachers reported improved attention
in class (p = 0.01) and adaptive skills (p = 0.03) and reduced depressive symptoms (p = 0.03), behavioral symptoms (p = 0.01), and internalizing symptoms (p = 0.04). No significant changes were found in the parent data and no discernable trend was found in student reports. These
data suggest that yoga administered in small groups in an urban school setting is a feasible school intervention for children
with emotional and behavioral disorders and may be effective in reducing symptoms.
special education approaches (Smith et al., Behav Disorders 36(3):185–194, 2011). These programs do not take into consideration the specific needs of students with emotional and behavioral disorder (EBD).
We examined the feasibility and potential for positive effects of yoga sessions within a school setting for children with
EBD at an urban elementary school. Thirty-seven children with EBD in an urban school completed a yoga intervention in small
groups (7–10 students) twice per week for 3 ½ months. Teachers, parents, and students completed a systematic pre- and post-intervention
assessment, and yoga instructors completed attendance and behavior checklists. Average attendance for the yoga sessions was
90 %. Eighty percent of responders described being very satisfied with the intervention. Teachers reported improved attention
in class (p = 0.01) and adaptive skills (p = 0.03) and reduced depressive symptoms (p = 0.03), behavioral symptoms (p = 0.01), and internalizing symptoms (p = 0.04). No significant changes were found in the parent data and no discernable trend was found in student reports. These
data suggest that yoga administered in small groups in an urban school setting is a feasible school intervention for children
with emotional and behavioral disorders and may be effective in reducing symptoms.
- Content Type Journal Article
- Category Original Paper
- Pages 1-12
- DOI 10.1007/s10826-012-9636-7
- Authors
- Naomi J. Steiner, The Floating Hospital for Children, Tufts Medical Center, Boston, MA 02111, USA
- Tahnee K. Sidhu, The Floating Hospital for Children, Tufts Medical Center, Boston, MA 02111, USA
- Patricia G. Pop, The Floating Hospital for Children, Tufts Medical Center, Boston, MA 02111, USA
- Elizabeth C. Frenette, The Floating Hospital for Children, Tufts Medical Center, Boston, MA 02111, USA
- Ellen C. Perrin, The Floating Hospital for Children, Tufts Medical Center, Boston, MA 02111, USA
- Journal Journal of Child and Family Studies
- Online ISSN 1573-2843
- Print ISSN 1062-1024