Yoga in an Urban School for Children with Emotional-Behavioral Disorders

Objective: Yoga is becoming a complementary part of therapies for children with emotional behavioral disorders (EBD). We examined the feasibility and efficacy of yoga sessions for children with emotional behavioral disorders in an urban elementary school. Methods: 41 students in 4th and 5th grade with EBD participated in a yoga intervention during the school day in small groups. One hour sessions were held twice a week for 3 ½ months. The yoga protocol consisted of comprehensive training in stress management and mind-body techniques. Classroom teachers completed assessment questionnaires pre-intervention and post-intervention. Assessment questionnaires included: the Behavior Assessment Scale for Children (BASC) and the Swanson, Kotkin, Agler, M-Flynn & Pelham Rating Scale (SKAMP). Yoga instructors completed Session Attendance, Engagement, and Behavioral Checklist for each session. Results: Teacher BASC data reported significant (p < 0.05) improvement on the Behavioral Symptoms Index, Internalizing Problems Composite, and Adaptive Skills Composite and a trend (p < 0.3) toward significant improvement on the School Problems and Externalizing Problems composites. SKAMP data showed significant (p < 0.05) improvement on the Total Score and Attention and Deportment subscores. Effect sizes for significant measures were small to moderate due to small sample size. The average attendance was around 90% as calculated from the Session Attendance, Engagement and Behavior Checklist. Conclusion: Yoga intervention in the school setting was feasible and participants were motivated to learn new skills. These data suggest that yoga administered in small groups in an urban school setting may be effective in reducing symptoms in children with EBD.