Abstract
With rising pressure and an increase in expected academic performance in schools across the United States, students are experiencing higher levels of stress than ever before. To address this issue, the present study examined the impact of mindfulness-based yoga interventions on fifth-grade students' perceived stress and anxiety levels through a mixed methods research approach. Quantitative data were collected from students through a pre- and post-questionnaire while qualitative data were garnered through an interview with the classroom teacher. Findings revealed that following the intervention period, students reported a decrease in stress levels (9.29%) and a slight increase in anxiety levels (1.9%). Particularly, males in the remedial class displayed changes in both a decrease in stress (16.68%) and anxiety (31.58%) levels. Additionally, the following themes emerged from the qualitative data: (a) teacher perceptions of students' anxiety and stress in the classroom; (b) transfer of mindfulness-based yoga skills; and (c) creating a positive transition. These results suggest that mindfulness-based yoga can be a positive tool for the classroom to reduce students' anxiety and stress.
Highlights
The No Child Left Behind Act was signed into law in the United States in 2002 with the goal of holding schools accountable for the academic progress of all students (No Child Left Behind [NCLB], 2002)
Students reported an average increase of 1.9% in perceived anxiety levels and an average decrease of 9.29% in perceived stress levels in response to the questionnaire
The five students who stated that they had been diagnosed with attention deficit hyperactivity disorder, reported an average decrease of 22.08% in perceived anxiety levels and an average increase of 3.9% in perceived stress levels
Summary
The No Child Left Behind Act was signed into law in the United States in 2002 with the goal of holding schools accountable for the academic progress of all students (No Child Left Behind [NCLB], 2002). Replacing the No Child Left Behind Act, the Every Students Succeeds Act was passed in 2015 and supported the mandatory testing set forth in the No Child Left Behind Act (Every Student Succeeds Act [ESSA], 2015) These yearly assessments compelled teachers and administrators to place more emphasis on tested subjects. Sedentary instructional time increased, while time allotted for students to participate in non-tested subjects and activities that provide more active outlets decreased (Dee & Jacob, 2010; Kohl & Cook, 2013) Due to both federal instructional mandates and increased sedentary behaviors during the school day over the past couple of decades, students have exhibited difficulties focusing on instructional tasks in the classroom, which has hindered their abilities to perform academically (Reilly et al, 2012). Academic expectations have risen considerably, very few adopted and consistent interventions or programs are available for students to reset their brains and bodies during classroom instruction in order to manage rising pressures
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