Social emotional learning (SEL) curriculum and positive behavioral interventions and supports (PBIS) have been assimilated into classrooms across the nation in an effort meet the needs of diverse student populations. Teachers and administrators in public schools are seeing an increasing number of students coming to school stressed from personal, social, and academic sources. Recently, yoga and mindfulness have received growing attention as a means to relieve stress levels among students. The purpose of this study is to determine the impact of yoga and mindfulness practice in a second grade classroom. Data was collected from observations, student interviews and teacher reflection on daily classroom yoga and mindfulness instruction over a twenty-day period. The findings showed that students enjoyed the daily practice and used the skills outside of the classroom. While the intentions of the teacher and classroom curriculum were altered, these changes were easily accommodated.
|Commitee:||Petrik, Rebecca, Sandstrom, Clarine|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 58/01M(E), Masters Abstracts International|
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