60 • PART I: A MODEL FOR SELF-REGULATION AND ENGAGEMENT
TEACHING MINDFULNESS AND YOGA PRACTICES
School personnel reading this book likely have a broad range of mindfulness and yoga
integration from none to whole-district programs, infused curriculum, and stand-alone
classes. School-based mindfulness and yoga programs have been around long enough for
experienced providers to offer tips as to how to do it best. Childress and Harper (2015) pro-
vide a wonderful list of how to effectively work with your school and district to facilitate a
program.
- Communicate with your school (e.g., prioritize transparency; provide information on
class content, schedule, and teachers; detail frequently asked questions; collaborate; and
provide contact information and a tool for feedback and response; Childress & Harper,
2015). - Account for your school and district needs (see Childress & Harper, p. 15).
- Consider education standards (see Childress & Harper, p. 20).
- Offer secular programs (see Childress & Harper, p. 21).
- Hire quality instructors (see Childress & Harper, p. 34).
- Know school rules, policies, and procedures (see Childress & Harper, p. 44).
- Be sure to obtain releases, permission, required certificates, liability insurance, first
aid training, and professional screening (e.g., criminal check, FBI screening, etc.; see
Childress & Harper, p. 46). - Collaborate and prepare ahead for logistical challenges (see Childress & Harper, p. 48).
The forthcoming chapters detail much more about implementing a program. You are
encouraged to seek a program designed for schools with trainers who have dual education
backgrounds or staff that reflects experience and training in both mindfulness/yoga and
education. This section addresses diversity and inclusion and who can teach mindfulness
and yoga in schools, as well as emphasizes how much your own practice matters.
Addressing Diversity and Inclusion
Diversity and inclusion are critical issues to consider. In his chapter on working with diver-
sity and inclusion, Rechtschaffen (2014) reminds us that diversity includes race, ethnicity,
socioeconomic status, the location and characteristics of your school and neighborhood,
ability levels, skills and challenges, sexuality, gender identity, personal history and trauma,
religion, body size and shape, family and neighborhood values, family educational back-
grounds, and many other variables and qualities. Given all of these variables, “You can
never assume that you know what lies in the inner world of a child” (Rechtschaffen, 2014,
p. 109). Remember first to listen and create a space in which students feel they can have a
voice. It should be clear, when a student enters our classroom and school, that diversity is
valued and celebrated. Your mindfulness and yoga programs should be aligned with the
broader commitment to those priorities.
Overall, mindfulness and yoga practice should be taught in a manner that includes all
students, makes adaptations and modifications; uses clear and secular language; and reflects
secular values. Know when you might need training in cultural competence, diversity, and
inclusion. If you are not sure, you probably need training. There are many online training
programs for the workplace and educators. See the National Education Association’s (NEA)