CHAPTER 2: dYSREgulATion To diSoRdER • 29To break down the challenges into accomplishable sets of skills and link the skills into
unified sets of actions, a mindful approach is required. The skills required beyond academ-
ics include competencies such as the ability to self-regulate, balance self-care and effort, and
work effectively with others (Karpov, 2014). Without the cognitive, emotional, and physi-
ological tools for self-regulation or competencies for connecting with and gaining support
from friends, teachers, other school personnel, family, and other external systems, students
are at risk for a host of nonacademic challenges, as well as poor academic performance,
school failure, and dropout.
You will see that, across all of the challenges and struggles described in the section
that follows, there is a lack of development, or a disrupted development, of the qualities
cultivated and practiced in the mindful and yogic learner described in Chapter 1. Table 2.1
reviews these qualities as seen in the ineffective learners. Students who struggle have lower
levels of independent learning skills and self-care. Further, they often struggle to collaborate
with other students, their teachers, and members of their family and community. Ultimately,
those who are struggling are often so consumed with symptoms, relationship problems, and
coping that being in inquiry, reflective learning, and service to others is not accessible.
THE THREE-TiER ModEl
The three-tier model of prevention and intervention is a classification system pertinent to the
field of prevention and intervention within schools (see Figure 2.2). This model highlights
the importance of promoting and maintaining health and well-being, rather than solely
focusing on the prevention of disease and disorder (Cook-Cottone & Vujnovic, in press;
Leavell & Clark, 1953, 1958, 1965). Schools work within this three-tier system to deliver
programs based on the level of student need, the likelihood of impact, and the goals of the
prevention and/or intervention program. Mindfulness and yoga programs for schools are
best understood within this three tier model. Working within this model helps school per-
sonnel, not familiar with mindful and yoga approaches, see more clearly and explicitly how
these programs can work within the current school intervention framework.
TABlE 2.1 Qualities of the ineffective learner
Internal SyStem QualItIeS
(Self-regulatIon and Care)external SyStem QualItIeS
(IntentIonal, refleCtIve engagement)
Independent Learner Skills- Low levels of self-regulation
- Reduced self-awareness
- Low executive control
- Reduced emotion regulation
- Decreased stress regulation
- Reduced responsible decision making
- Low levels of self-care
- Reduced mind-body awareness
- Fewer healthy behaviors
- Limited self-compassion
Collaborative Learner Skills- Lack of intentional, reflective engagement
with others- Lower social awareness
- Limited compassion for others
- Reduced maintenance of close, secure,
meaningful, and positive relationships
- Lack of intentional, reflective engagement in
learning and service- Less inquiry
- Reduced active, intentional learning
- Limited civic contribution