228 • PART III: YOGA FOR EDUCATING FOR SELF-REGULATION AND ENGAGEMENT
Warrior; Side Angle; and Wide Legged Forward Fold (see Chapter 11 for pose descriptions
and photos). Encourage breath awareness, and physical presence here (principles 2, 3, and
4). Adult classes sometimes include inversions here (e.g., headstand, handstand, forward
balance). However, inversions are considered to be the riskiest of yoga poses and are not
recommended for schools (Childress & Harper, 2015).
CALM and CLOSE: Relaxation and Closing
The goal of this section of the yoga session is to quiet the body and slow the breath. This
section can begin with floor stretches (e.g., Supine Leg Twist, Figure Four). Move into relax-
ation techniques (Herrington, 2012). End with mindfulness meditations (see Chapters 6 and
11). Classes typically end in a seated position. Rather than placing hands in prayer, ask the
students to place one hand on their bellies and one on their hearts as they tune in to their
own breathing. Herrington (2012) suggests having students check back in (scale of 1–10) to
bring an awareness to the shift that has occurred during yoga practice. Transition out of the
session is just as important as transition into it (Childress & Harper, 2015). Have students
complete the session by moving through the end of session sequence (e.g., mats put away,
straps and blocks put away, shoes on, and desks back into place). The resetting of the room
can be part of the mindful movement conducted in class.
BE SAFE AND INCLUSIVE
It is important for school-based yoga teachers to emphasize inclusion and safety (Childress &
Harper, 2015). These are traditional school values. In addition, school-based yoga teachers
should align programs as much as possible with school curriculum. Safety first. There are a
few key practices. First, be very attentive when students are attempting poses (Flynn, 2013).
Remind students that if something does not feel right, stop doing it (Harper, 2013). Harper
(2013) reminds us that it is always okay in yoga to take a rest, slow down, or take a different
form of the pose. It is also important to pace the class carefully, taking time to bring aware-
ness to the qualities of a pose or activity (Harper, 2013). Teachers who focus on quantity
over quality often lead a rushed class that misses the point of base awareness, engagement
of the senses, and neurological integration. It is important to think of yoga this way: “There
is nothing to accomplish here, only things to practice” (Harper, 2013, p. 31). You will want
your yoga space to be free of clutter to avoid inadvertent injuries.
Inclusiveness is critical. In order to be inclusive, consult with your school physical ther-
apist, occupational therapist, special education teachers, and school mental health profes-
sionals (i.e., school psychologist, school counselor, and school social worker). With their
help you can better develop lessons plans with appropriate accommodations and supports.
There are several wonderful books addressing yoga for children with special needs. For
example, Lois Goldberg (2013) wrote a wonderful book titled Yoga for Children With Autism
and Special Needs that serves as a how-to manual for yoga for kids in classrooms and thera-
peutic settings. As a second mention, Barbara Neiman (2015) has written a good resource
for students with more emotional needs titled, Mindfulness and Yoga Skills for Children and
Adolescents: 115 Activities for Trauma, Self-Regulation Special Needs, and Anxiety.