ArticleBritish journal of health psychology2025
School-based yoga and mindfulness interventions for young adolescents: A qualitative study in a disadvantaged area.
Article in British journal of health psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Effect of a School-Based Yoga Intervention on Behavioral Intention and Yoga Practice Among Secondary School Students: A Quasi-Experimental Study in Kirtipur, Kathmandu, Nepal.Health science reports · 2026Article
- Morning yoga as an embodied regulatory practice: longitudinal changes in children's self-esteem and gratitude following participation in a school-based yoga program.Frontiers in psychology · 2026Article
- A practitioner-informed framework for yoga-based emotional regulation among rural adolescents.Frontiers in public health · 2026Article
- School-based yoga and mindfulness interventions for young adolescents: A qualitative study in a disadvantaged area.British journal of health psychology · 2025Article
- Evidence-based Review of Yoga Interventions for Adolescent Health and Well-being in US Schools.International journal of yogaReview
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Authors and funding
4 authors.
Funding
Abstract
objectivesWith raising rates of mental health problems, mind-body interventions are increasingly being integrated in schools to support children and adolescents' mental health and well-being. The aim of this study was to explore young adolescents' experiences of yoga and mindfulness and the acceptability of delivery within the school curriculum in an area of high deprivation.
designQualitative group interviews with young adolescents embedded within a larger feasibility study exploring the universal (class-wide) delivery of yoga and mindfulness interventions.
methodsAfter participation in separate 10-week yoga or mindfulness interventions, 45 adolescents (12-13 years old; 66.7% male) took part in semi-structured group interviews exploring perceptions, acceptability, and experiences of each intervention. Data was analysed using inductive thematic analysis.
resultsTwo overarching themes were identified, evident across both mindfulness and yoga groups. "Facilitators and barriers to engagement" outlined key factors impacting acceptability, including prior perceptions. Teacher qualities of non-reactivity and respect, an invitational approach to teaching, and interactive sessions were highly valued. Secondly, participants described a range of "psychosocial impacts", including increased emotional regulation, positive mindset and self-confidence, and greater focus and concentration. Physical benefits were also reported in the yoga group.
conclusionThis is the first study to explore the acceptability and impact of universal yoga and mindfulness interventions with an ethnically diverse sample of disadvantaged young adolescents in the United Kingdom. The findings suggest mind-body interventions can help children and adolescents develop skills to better manage challenges in their everyday lives, but they require further integration into the curriculum for optimal benefit.
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