CHAPTER 13: SCHool-BASEd YogA PRogRAMS • 303semester searching the Internet and research databases to locate yoga programs. This was
integrated into the results reported in a 2015 review by Butzer, Ebert, Telles, and Khalsa.
Their team completed a survey of school-based yoga programs in the United States. Next,
for this overview, an additional search was conducted verifying what my team found, inte-
grating the 2015 survey, and adding further information on the programs.
Using this process, we found a wide variety of programs, ranging in terms of research
support, ease of use, and alignment with school standards. I have expanded on a few of
the programs as illustrations of unique features. As with mindfulness programs, some pro-
grams that self-describe as research-based are referring to a component of their program or
a practice that they used in the program (e.g., yoga poses, systematic relaxation, medita-
tion) rather than a study specifically evaluating their program. Some programs say they are
research-based, meaning that yoga is research-based. Often these programs list general yoga
research findings on their web page. Do your research before you bring a program to your
school. The following list can give you a good starting point and some things to consider.
What follows is a list of school-based yoga program features to consider:
- Be sure the program has clearly defined goals and objectives (Childress & Harper, 2015).
- Review the program for each aspect of school-based yoga (i.e., yoga poses, breathing exer-
cise, relaxation, and meditation; Childress & Harper, 2015). - Look for a sequence in the lessons plans in which the learning from previous lessons sets
the stage for the next lesson (Childress & Harper, 2015). - Confirm the lesson is age and developmental-level sensitive (Childress & Harper, 2015).
- Look for adaptations for special populations, allowing for variations based on student
need and ability (Childress & Harper, 2015). - Identify resources that will help you keep parents, school personnel, and other teachers
informed and empowered to help (Childress & Harper, 2015). - Look for a match between what is feasible and practical for you to do in your classroom
and school and what the program requires (Childress & Harper, 2015). - Make sure time allotments include time for processing, questions, extra assistance, and
breaks (Childress & Harper, 2015). - Seek out a program with assessment tools or directions so that you can assess understand-
ing in the moment and over time (Childress & Harper, 2015). - Confirm the program has ways for students to share feedback, reflect, and process activi-
ties (Childress & Harper, 2015). - Look for an integration of closing and reflection activities as well as transitions between
lessons (Childress & Harper, 2015). - Check out program developers. Make sure the program has been developed and reviewed
by experienced yoga teachers who know yoga, child development, and how schools work
(Childress & Harper, 2015). - Consider the associated costs of the training and support that is provided after the training.
- Check if there are certifications or continuing education credits offered with the training.
- Look over the research base provided by the authors.
Finally, Childress and Harper (2015) have identified key aspects of a quality yoga cur-
riculum and best practices for yoga in the school in their text, Best Practices for Yoga in the
Schools (Childress & Harper, 2015; see pp. 24–25 for a quality curriculum). Created by mem-
bers of the Yoga Service Council and written by contributors across the field of school-based