Running Head: MINDFULNESS, MEDITATION & YOGA 1

Benefits of Implementing Mindfulness, Meditation and Yoga in Schools

Taylor Morelli

Monmouth University
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Benefits of Implementing Mindfulness, Meditation, and Yoga in Schools

Introduction

Middle school and high school are difficult times for many students. Students are

undergoing so many changes, feeling awkward in their own skin and unsure of who they are.

Coping with all these changes can be challenging for children between the ages of 11 and 18.

Between a student’s social life, family life and school life, students are often struggling with

many emotions all at once, which in turn can cause a tremendous amount of stress. According to

an NYU study, 49% of students reported dealing with stress on a daily basis while 31% reported

feeling somewhat stressed (New York University, 2015).

High school students in the United States associate a school day with feelings of being

tired, stressed and bored (Toppo, 2015). Brackett explains that for students this age, it is hard to

focus in school because of their brains` constant response to stress (Toppo, 2015). This response

takes a toll on students’ performance throughout the school day. For some students, stress is

associated with good grades and going to college, whereas others are stressed about homelife and

afterschool jobs.

Students between middle school and high school struggle with balance. Often students

have packed days with no room for anything other than school, homework, extracurriculars, and

sleep (New York University, 2015). They find themselves on a never-ending hamster wheel day

after day. 48% of students in an NYU study reported completing three or more hours of

homework per night (New York University, 2015). The amount of homework being assigned can

add to the stress and anxiety these students already face. A high school freshman from Canada,

Sierra Nadeau, shared that she had experienced anxiety and panic attacks in middle school

(Huffington Post News, 2013).

Stress is a growing problem across the United States and other countries like Canada. A

study conducted by McGill University, found that one in four students find the transition from

middle school to high school to be stressful (Huffington Post News, 2013). The study explained

that students dealt with stress in unhealthy ways like overeating, drug abuse and self-harm

(Huffington Post News, 2013). In Canada, some schools are starting to develop new ways of

helping students de-stress during the school day with the use of therapy dogs, mindfulness

practices and yoga classes (Huffington Post News, 2013).

Due to growing stress among students, there are possible benefits in implementing

alternative stress relieving programs within schools. Mindfulness, meditation, and yoga practices

are proven to help students relax (Huffington Post News, 2013). The question is should schools

implement these programs into the regular school curriculum? In this article, I will examine the

possible benefits of implementing mindfulness, meditation and yoga in both middle schools and

high schools.

Mindfulness, meditation, and yoga can be used in a variety of different ways when

interacting with youth. Mindfulness is used as a way of bringing awareness to oneself,

connecting mind, body, and “soul” (Azarian, 2016). Mindfulness plays an important role in both

meditation and yoga (Butzer, VanOver, Taylor, & Khalsa, 2015). Meditation is used to calm an

individual through a series of breathing exercises and visualization techniques (Greenberg &

Harris, 2012). At the Bucks County L.I.F.E. program, instructors play soothing music in the

background as students lay on the ground with blankets (Darling, 1999). This practice is also

used at the end of most yoga practices and referred to as Shavasana. Yoga is used as an exercise

filled with a series of stretching poses that can be restorative to the body (Butzer, VanOver,

Taylor, & Khalsa, 2015).

Literature Review

Mindfulness

In Nurturing Mindfulness in Children and Youth: State of Research, Greenburg, and

Harris (2012) explore the use of mindfulness in different environments. The authors looked at

mindfulness practices used in youth treatment centers and school-based programs, focusing on

the impact that mindfulness and yoga practice had on children with ADHD, anxiety and learning

disabilities. The authors highlighted the benefits to children and youth anxiety, behavioral

problems and academic performance when yoga and mindfulness practices were used. They also

uncovered that more research needs to be conducted within the field with clear descriptions of

each practice. Practices used with children and youth can be adapted to adults, but clear

guidelines need to be established in order to implement these practices (Greenberg & Harris,

2012).

Greenburg and Harris (2012) discuss how mindfulness is used to effectively manage

stress and gain self-knowledge. Some practices focus on building upon emotions or feelings

while others focus on awareness. When using mindfulness with youth, many different forms of

the practice are often adapted specifically for the group. Some mindfulness practices incorporate

nature, art, body movement and images to compliment sitting meditation. Within treatment

centers, mindfulness is often used as an intervention technique to guide patients in a new

direction of thinking. Mindfulness is often coupled with yoga practices with youth that

experience ADHD and other attention disorders. Providing youth, with ADHD and other

attention disorders, with the ability to use body movement to express themselves can create a

sense of focus and relaxation within the classroom (Greenberg & Harris, 2012).
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Leland (2015) notes that in Smithtown, New York, mindfulness practices were used to

address bullying in the middle school. A character-building workshop included mindful

attention, self-regulation and nurturing positive social skills. The school found that when

implementing mindfulness, bullying was reduced. Mindfulness helped students work through

peer conflict rather than resort to bullying. The author examined the benefits of mindfulness

practices and how it can be used in schools. He found that mindfulness benefits students by

improving focus, problem-solving, impulse control, relationship building, and stress relief.

Within the school setting, mindfulness can also help teachers connect with students and help

problem solve, creating a positive learning environment that promotes healthy ways of dealing

with stress (Leland, 2015).

Meditation

Azarian (2016) discussed the benefits of implementing meditation in children to improve

school and home life. Azarian uses studies by the Journal of Mindfulness to explain the benefits

of meditation in schools. Singh, Lancioni, Karazsia, Felver, Myers, and Nugent (2017)

discovered improvement of math scores after ADHD students regularly engaged in meditation

during their school day (Singh, Lancioni, Karazsia, Felver, Myers, & Nugent, 2017). The

researchers found that there was a direct correlation between meditation practices and academic

achievement (Singh, et al., 2017). The New York Times article also analyzed psychology and

neuroscience literature that supported the notion that meditation helps foster academic success.

In a 2011 clinical study on meditation, by Azarian (2011), found children between 8 and 12 who

participated in meditation at home had attention and impulse control improvements.

Crescentini, Capurso, Furlan, and Fabbro (2016) studied the effects of mindful meditation

on 7 to 8-year-olds who participated in an 8-week course, administered in school that included

meditation three times a week. The authors discovered that combining social-emotional learning

practices with meditation was beneficial to students. Results showed that students have a

decrease in impulsive behaviors in stressful situations. Within the educational setting, this study

found that student`s cognitive functions, control over emotional and social abilities, improved.

The authors conclude that it is beneficial to combine social-emotional learning programs with

meditation to provide a therapeutic way for students to understand and deal with their emotions

(Crescentini, Capurso, Furlan, & Fabbro, 2016).

Yoga

An exploratory study conducted by Butzer, VanOver, Taylor, and Khalsa (2015)

examined the role of using alternative practices in physical education. The authors found that

implementing a 12-week yoga program during PE showed improvements in high school

student`s GPA. The results from the study showed that short term yoga practices could improve

student’s GPA, however, may not sustain high GPA`s over time. More research is needed to

arrive at a conclusion about long term impacts of yoga on students. Physical activity within

schools is a requirement that poses its own benefits to students. Having yoga as an optional PE

course could provide some students with an environment to relax while participating in a level of

physical activity. Yoga interventions can provide an outlet to deal with stress and to self-regulate

(Butzer, VanOver, Taylor, & Khalsa, 2015).

Stress can be especially detrimental to underprivileged high school students, affecting

student academic performance and in some cases leading to students dropping out of high

school. Using an integrative yoga model, Sethi, Nagendra, and Ganpat (2013) examined yoga`s

impact on attention and self-esteem in female high school students. The authors discovered that

yoga increased cognitive functions, such as memory and attention, in students who participated
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in the study. In fact, most students experienced fewer negative behaviors when responding to

stress after completing the study. The research emphasizes the need for additional support for

underprivileged students due to the stressful home environments these students face (Sethi,

Nagendra, & Ganpat, 2013).

Previous studies involving mindfulness, meditation and yoga with youth usually refer to

students with disabilities or hardships at home. Although students with learning disabilities and

underprivileged backgrounds benefit from these practices, not enough research is being done on

the benefit for all students. Stress is not exclusive to one group of students. Helping students

cope with stress is important in assuring students do not use unhealthy outlets such as drinking,

smoking and other drugs. From middle school to high school, stress levels continue to increase

so implementing healthy outlets for dealing with stress should start at a young age. Mindfulness,

meditation, and yoga can help ease the transition into new environments.

Discussion

Stress Reduction

When transitioning to new school environments, students experience an increase in

homework loads, larger classrooms, pressure to get good grades and go to college which can lead

to stress among students (Butzer, VanOver, Taylor, & Khalsa, 2015). Stress from a young age

can have negative effects on youth, leading many to resort to unhealthy ways of managing stress

(Huffington Post News, 2013). Healthy activities such as mindfulness, meditation and yoga can

aid in relieving stress.

Mindfulness helps to manage stress and gain self-knowledge, helping with academic

performance, home life, and extracurricular activities through emotional regulation skills

(Greenberg & Harris, 2012). In fact, coaches find it useful to use mindfulness practices to calm
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players before games and for teambuilding exercises (Leland, 2015). Mindfulness practices such

as visualization techniques can be used in a variety of different ways through both meditation

and yoga practices. It is important to expose students to different types of practices so that they

can find what best works for them (Leland, 2015).

Meditation can provide students with a clear mind to be able to focus on one task at a

time (Azarian, 2016). Students with ADHD or behavioral issues in the classroom pay better

attention when meditation is practiced in the classroom (Singh, et al., 2017). In addition,

meditation can aid in addressing bullying issues in schools. In high-stress situations, students can

encounter bullying or engage in bullying behavior. Creating a space where students feel

comfortable talking and working on themselves can aid in reducing bullying within schools

(Leland, 2015). Combining social-emotional learning and meditation would benefit students in

multiple ways. This combination can be a good preventative tool for students. In addition,

meditation can aid in academic development of students especially when undergoing transitions

(Crescentini, Capurso, Furlan, & Fabbro, 2016).

Yoga can help students cope with stress and has shown to improve children’s cognitive

functions, ultimately leading to better academic performance (Sethi, Nagendra, & Ganpat, 2013).

In addition, yoga combines light activity with relaxation, giving students the opportunity to

destress during the school day. Physical activity is proven to improve self-esteem and motivation

(Sethi, Nagendra, & Ganpat, 2013). Including yoga in PE, courses could provide all the benefits

of physical activity allowing every student to participate (Butzer, VanOver, Taylor, & Khalsa,

2015).

Mindfulness, meditation, and yoga not only allow students to become better learners but

also help to build self-confidence. Often the stress and poor academic achievement take a toll on
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students’ confidence and self-esteem. By connecting students through their mind, body and

“soul,” these three practices can help student regain their confidence (Leland, 2015).

Implementation in Schools

Implementing a large change in a school-based setting can be challenging. Consulting

professionals who are experienced in implementing alternative practices in schools is important.

Organizations like Yoga 4 Classrooms and KYDS can help schools incorporate mindfulness,

meditation, and yoga into the curriculum. KYDS (Konscious Youth Development and Service) is

a local organization from Asbury Park, NJ that travels to local schools to work with troubled

youth, conduct workshops and educate schools on mindfulness practices. The organization

focuses on holistic interventions for youth (Mills & Salomon, n.d.). Yoga 4 Classrooms is a

larger organization that provides professional workshops, teacher, and resources which help

schools create their own programs (A ChildLight Yoga Affiliate Organization, 2018). For a

school to be successful it is vital to get the teachers involved in the training and implementation

process. Each teacher runs their classroom differently, so it is important to establish which

teachers are interested in using these practices. Schools should establish clear guidelines and

expectations for each teacher. Parent education is a key component in building children’s

excitement and interest in the programs. Encouraging healthy habits in students inside and

outside the classroom, through the involvement of parents, can help in sustaining the impact of

these programs (A ChildLight Yoga Affiliate Organization, 2018).

Mindfulness, meditation, and yoga can be implemented in schools in a variety of

different ways. Mindfulness afterschool programs with community members, like the L.I.F.E.

program, can be formed to promote mindfulness practices in youth. Community members,

parents, and afterschool programs can inspire change in schools by creating their own programs
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that can be later applied within schools. Community programs or parents can start by talking to

students in groups about why they are stressed, discussing possible solutions and teaching them

techniques to deal with stress. These programs should focus on creating a comfortable sharing

environment that allows students to talk and relate to each other. Facilitators or parents help to

pose prompts and further discussion among students. Through sharing, students can begin to

relive their stress and gain a sense of belonging (Darling, 1999).

Tests can create a tense classroom environment that makes many students nervous. In

fact, under pressure student tend to perform worse on tests. Teachers can utilize quick meditation

practices at the beginning of class or before tests to create a more comfortable and relaxed

environment, which can also be a great technique for teachers who have students with learning

disabilities. Meditation can help students with self-control and the ability to focus on tasks.

Instilling these practices in the classroom from a young age will equip students with a calmer

mindset when taking important tests like the SAT. Students gain tools through meditation that

can be later applied for the real world which holds so many uncertainties and stresses (Singh, et

al., 2017).

Every middle school and high school has a physical education program requirement

because physical activity promotes a healthy lifestyle for youth (Sethi, Nagendra, & Ganpat,

2013). Promoting a healthy lifestyle can include more than a half an hour gym class. Schools

need to be more proactive about integrating alternative programs that reduce stress and promote

healthy lifestyles. Yoga practice uses breathing techniques to reduce stress in combination with

meditation to bring awareness to the body. In addition, yoga instills a sense of control and

strength within student`s bodies when holding deep stretches and poses (Butzer, VanOver,

Taylor, & Khalsa, 2015). Schools can incorporate yoga into their gym curriculum, giving
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students the opportunity to experience something new that can help them improve as an

individual.

All three practices can be used in schools to promote health in youth mind, body and

“soul,” preparing them for the future and providing a viable outlet for students to express

themselves. Schools should consider trying one of these techniques to see if the students have a

positive response to these changes. Every student has the potential to benefit from practicing

mindfulness, meditation or yoga as part of their school day.

Closing

Challenges

Implementing new programs within schools can be difficult and require the board of

education approval. Mindfulness, meditation, and yoga all require a level of training, meaning

schools would need to hire a professional that has experience or be trained to facilitate each

program. Schools could encounter high costs when training teachers or hiring professionals,

posing financial limitations for some schools. In addition, schools may encounter some

resistance from parents that do not want their children participating in these programs. Although

mindfulness, meditation, and yoga are effective in reducing stress, students need to be active

participants to benefit from the practices. Making these practices mandatory could potentially

harm the effectiveness of the programs and disrupt other students, thus, parent education is an

important aspect of making programs a success.

Importance

Mindfulness, meditation and yoga all provide positive outlets for children to relieve

stress, benefiting student’s mental and emotional health by improving cognitive functions

(Crescentini, Capurso, Furlan, & Fabbro, 2016), attention (Sethi, Nagendra, & Ganpat, 2013),
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academic achievement (Singh, et al., 2017) and self-esteem (Sethi, Nagendra, & Ganpat, 2013).

Each practice can help to create a balance of home, school, and social life. Mindfulness,

meditation, and yoga can create a more inviting and supportive school environment for students.

When teachers use these alternative practices, they can connect and engage more with students

(Singh, et al., 2017). Students are also provided with valuable tools that can be used throughout

their adult lives (Crescentini, Capurso, Furlan, & Fabbro, 2016).

Schools should consider implementing mindfulness, meditation, and yoga into their

everyday curriculum. With the amount of stress, students are facing at younger ages, it is

important to have programs that help to manage stress in healthy ways. Starting small can be

helpful, simply by giving parents informational pamphlets on ways to help their children destress

at home. Starting classes with breathing exercises can help start the day on a positive note.

Schools can incorporate all three practices in a gym and health curriculum. Happy, healthy,

learning and stress-free students can be an achievable goal for middle schools and high schools

that use mindfulness, meditation, and yoga.

References

A ChildLight Yoga Affiliate Organization. (2018). Tools for learning, lessions for life. Retrieved

from Yoga 4 Classrooms : http://www.yoga4classrooms.com/

Azarian, B. (2016, May 10). The mindful child. Retrieved from New York Times:

https://well.blogs.nytimes.com/2016/05/10/the-mindful-child/

Butzer, B., VanOver, M., Taylor, J. J., & Khalsa, S. S. (2015). Yoga may mitigate decreases in

high school grades. Evidence Based Complementary and Alternative Medicine, 2018, 1-8.

Crescentini, C., Capurso, V., Furlan, S., & Fabbro, F. (2016). Mindfulness-oriented meditation

for primary school children: Effects on attention and psychological well-being. Frontiers

in Psychology, 7, 1-12.

Darling, J.-E. (1999, January 25). Program helps teens learn stress management: parent-run

group teaches relaxation techniques in class at palisades high school. Morning Call;

Allentown, Pa.

Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: current

state of research. Child Development Perspectives, 6(2), 161-166.

Huffington Post News. (2013, May 3). Starting high school can cause long-lasting stress,

research finds. Retrieved from Huffington Post:

https://www.huffingtonpost.com/2013/05/03/starting-high-school-can-_n_3203384.html

Leland, M. (2015). Mindfulness and student success. Journal of Adult Education, 44(1), 19-24.

Mills, M., & Salomon, R. (n.d.). Konscious Classrooms. Retrieved from KYDS:

https://www.konscious.org/
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New York University. (2015, August 11). NYU study examines top high school students’ stress

and coping mechanisms. Retrieved from NYU: http://www.nyu.edu/about/news-

publications/news/2015/august/nyu-study-examines-top-high-school-students-stress-and-

coping-mechanisms.html

Sethi, J. K., Nagendra, H. R., & Ganpat, T. S. (2013). Yoga improves attention and self-esteem

in underprivileged girl student. Journal of Education Health Promotion, 2, 55.

Singh, N. N., Lancioni, G. E., Karazsia, B. T., Felver, J. C., Myers, R. E., & Nugent, K. (2017).

Effects of samatha meditation on active academic engagement and math performance of

students with attention deficit/hyperactivity disorder. The Journal of Mindfullness, 7, 68–

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Toppo, G. (2015, October 23). Our high school kids: tired, stressed and bored. Retrieved from

USA Today: https://www.usatoday.com/story/news/nation/2015/10/23/survey-students-

tired-stressed-bored/74412782/