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This paper uses narrative inquiry, ethnographic observations, and philosophical consideration of phenomenology to explore the role of mindfulness training, specifically a yoga-based practice, in supporting resiliency, academic achievement, and holistic well-being. Holistic well-being has become a critical and significant area of focus in education as increasing stress, anxiety and depression are resulting in both mental and physical illness, causing a significant decrease in overall resiliency observed both in students and teachers. This problem has been compounded by COVID-19, increasing use of technology and social isolation (Kush, Badillo-Giocoechea, Musci, & Stuart, 2022). It is critical to seek ontological ways of being and epistemological opportunities that consider relationality and holism to deepen our understanding of the complexity of our human experience, individually and collectively. The purpose of this paper is to offer proactive considerations to achieve well-being in our increasingly complex and overwhelming educational environments by considering the lived experience of the author as a yoga practitioner, academic researcher, and classroom educator. It begins by exploring the concept of interconnectivity and reflection on lived experience, and then it establishes a working definition for both resiliency and yoga. It then connects the key concepts of yoga practice to educational neuroscience, curriculum, teaching, and learning. Finally, it explores practical applications to teaching and learning and future research to be considered regarding resiliency, yoga, and holistic well-being.

The rationale of this study was to evaluate the efficacy of Dog-assisted Therapy (DAT) in children and adolescents with Fetal Alcohol Spectrum Disorder (FASD). We conducted a randomized controlled trial in a cohort of 71 children and adolescents with FASD. Participants were randomly assigned either to DAT group (n = 38) or Relaxation Group (control group) (n = 33). Results revealed that participants who were assigned to the DAT group experienced significantly reduced externalizing symptoms (CBCL Externalizing Inattention: t (69) = 2.81, p = 0.007; d = 0.7); CBCL Opposition: t (69) = 2.54, p = 0.013; d = 0.6), reduced internalizing symptoms (CBCL Social problems: t (69) = 3.21, p = 0.002; d = 0.8) as well as improvements on social skills (SSIS-P Problem behavior: t (68) = 2.55, p = 0.013; d = 0.6), and quality of life (KidScreen Autonomy and Parents: t (51) = - 2.03, p = 0.047; d = 0.5) compared to the relaxation control group. The relaxation control group obtained significant differences between the pre- and post-treatment evaluation, diminishing withdraw symptoms (t (32) = 3.03, p = 0.005; d = 0.2). Results suggest that DAT and relaxation may be promising adjunctive treatments for children and adolescents with FASD.

The purpose of this study was to examine potential differences in social learning between individuals with fragile X syndrome (FXS), the leading known inherited cause of intellectual disability, and individuals with non-syndromic autism spectrum disorder (ASD). Thirty school-aged males with FXS and 26 age and symptom-matched males with non-syndromic ASD, were administered a behavioral treatment probe designed to improve levels of social gaze during interactions with others. The treatment probe was administered by a trained behavior therapist over two days in our laboratory and included reinforcement of social gaze in two alternating training conditions -- looking while listening and looking while speaking. Prior to each session, children in each group were taught progressive muscle relaxation and breathing techniques to counteract potential increased hyperarousal. Measures included the rate of learning in each group during treatment, in addition to levels of social gaze and heart rate obtained during administration of a standardized social conversation task administered prior to and following the treatment probe. Results showed that learning rates obtained during administration of the treatment probe were significantly less steep and less variable for males with FXS compared to males with non-syndromic ASD. Significant improvements in social gaze were also observed for males with FXS during the social conversation task. There was no effect of the treatment probe on heart rate in either group. These data reveal important differences in social learning between the two groups and have implications for early interventions in the two conditions.

Discussions about coping, resilience, and mental health accompanied the COVID-19 shutdowns and gradual return to academic and workspaces across the US through 2021. As physical and spiritual practices, yoga and meditation have been shown to help people through adversity and create resilience. Academic librarians were surveyed about yoga and meditation programs throughout the pandemic. The survey found that while yoga and meditation programs in academic libraries are on the rise, many cancelled their sessions because of the pandemic. Additionally, more can be done to make these sessions accessible.

Middle school is a time of adjustments in youth: physical, intellectual, and social changes often result in stress. Middle school students are vulnerable to academic, behavioral, and mental health problems. Yoga is an Indian discipline practiced for health and relaxation. School-based yoga programs are becoming increasingly common given their potential benefits for students. We conducted a literature review of studies of middle school-based yoga programs, focusing on the reported benefits for students. We identified and retrieved 12 studies from electronic databases including Education Resources Information Center, PsycINFO, and Google Scholar that met inclusion criteria: (a) examined the benefits of yoga as the primary intervention conducted in a middle school setting with students ages 10 to 15 years old, (b) was published by June 2022, (c) was reviewed either by a journal editorial board or by a student's dissertation or thesis committee, (d) was available in English, and (e) a full text copy was available. Results of studies were synthesized by clustering findings into common domains. Study results suggested that middle school-based yoga interventions showed mental health, executive functioning, physical, social, and academic benefits for students. Yoga also showed benefits for middle school students who were stressed, anxious, or depressed, and those at risk. We provide considerations for those contemplating the implementation of yoga in middle schools.

Objective: The current study aimed to examine whether brief online stress reduction exercises supplemented with sleep improvement strategies would reduce stress, arousal, and sleep difficulties in college students who were not required to use the sleep improvement strategies for participation. Participants: A sample of 114 college student participants were enrolled because they were experiencing stress and/or wanted to improve their sleep. Methods: Participants were randomized into an abbreviated progressive muscle relaxation, a mindful breathing, or a self-monitoring control condition for the 4-week intervention. Measures of physical relaxation, mindfulness, perceived stress, pre-sleep arousal, and insomnia symptom severity were collected. Results: The APMR group improved on five of the six dependent measures and was significantly different than the SM group at posttest, but not different than the MB group. Conclusion: The results suggests promise for brief, online, scaled back stress reduction interventions to reduce stress, arousal, and sleep difficulties in college students.

Objective: Childhood maltreatment has been consistently linked to posttraumatic stress disorder (PTSD) symptoms among college students and yoga may buffer the effects. The current study examined the frequency of college student's yoga practice over the past year as a moderator of childhood maltreatment and PTSD symptoms in the past 30 days. Participants: A sample of 177 college students from a southern university. Methods: Participants competed an online survey in exchange for extra credit or entry into a gift card raffle. Results: Moderation analysis indicated that a more frequent yoga practice buffered the relationship between maltreatment and PTSD symptoms. Conclusion: Clinicians working with college students with a history of maltreatment are encouraged to make referrals to yoga classes. Universities are encouraged to adopt trauma-sensitive yoga programs.

This study examined the preliminary impact of a contemplative practice intervention on the implicit racial biases of 22 participants enrolled in teacher preparation courses using a mixed-methods, pre/post-test design. Quantitative analyses determined whether there were statistically significant differences in implicit racial bias before and after the intervention, and qualitative data from participants' written reflections were used to understand participant experiences with the intervention. Results suggested that the intervention was associated with decreases in implicit racial bias. Moreover, participant reflections suggested preliminary social validity of the intervention. Taken together, the contemplative practice intervention used in this feasibility study is a promising approach to neutralize prospective and current teachers' implicit racial bias.

With the significant rise in mental health challenges among college students, opportunities exist for educators to adapt curricula that incorporate a focus on student wellness. This study brings qualitative and descriptive insights to the growing body of quantitative research on the effectiveness of mindfulness-based practices (MBPs) for improving student wellbeing. The data convey the perspectives of college students (n = 37) on the benefits and challenges of learning a range of mindfulness-based practices (meditation, yoga, qigong, and taijiquan) during a 16-week, general elective course for undergraduate students. The study also provides additional insight into how students adapted to these challenges, and what they find personally and professionally relevant about MBPs. Additionally, we present an overview of the curriculum used in this 16-week course on mind-body health and MBPs, including a schedule of the practices taught, such as meditation, yoga, taijiquan, and qigong. The findings reveal how students evaluated the experience of learning MBPs. Results are discussed in light of recommended course improvements, the need for future research, and the limitations of the study. These results may also be of use to faculty at other settings for designing new courses or revising existing courses that focus on student wellness and learning MBPs.

Cancer is an overwhelming and life-altering diagnosis. Receiving this type of diagnosis typically requires traditional medical therapeutics, but relaxation and healing techniques that reduce stress and calm fears are also beneficial. Artmaking and visual journaling are healing techniques used to improve emotional and psychological health among cancer patients (Barrett, 2011; Collie et al., 2006; Heiney et al., 2015; Predeger, 1996). A community setting can offer individuals creative and transformative visual arts experiences that promote healing and lifelong learning (Lawton & La Porte, 2013).

Physical education teacher education and sport marketing courses both require their majors to apply theory into real-world experiences that simulate the professional experience upon earning their degrees. After-school programming serves as a potential field site for teacher candidates and can also provide sport marketing students with the opportunity to authentically engage in the process of marketing and promotion. This article describes a collaboration between two university courses focused on implementing and marketing a middle school social-emotional learning yoga after-school program. The yoga program was virtual due to the pandemic, and it was led by university personnel. Teacher candidates learning basic teaching behaviors in their coursework logged in and engaged with the students and the content throughout the semester. Sport marketing students completed a project focused on marketing the program to secure additional student participants, and they also developed group names and logos to engage the community beyond the program. Collaborations across disciplines can enhance community-engaged partnerships, practical experiences for college students, and youth experiences in after-school programming.

Background: Today's college students are experiencing unprecedented rates of stress, anxiety, and mental health issues. As a result, college counseling centers are often overwhelmed by the demand for mental health services. Methods: The current study evaluated the potential for Hatha yoga classes to be used as an alternative to conventional psychotherapy for college students reporting high levels of stress and anxiety. Results: After 6 weeks of twice-weekly, hour-long yoga classes, significant reductions in stress, anxiety, pathological worry, and rumination were reported by 7 undergraduate college students. Conclusions: Results of this pilot study suggest that Hatha yoga classes may serve as a widely accessible, cost-effective early intervention that can be offered as a first-line recommendation to students who are struggling with heightened levels of stress and anxiety.

There is yet a concerted effort directed to ameliorate mathematics anxiety (MA) among deaf learners especially in Nigeria. Hence, this study examined the effects of rational emotive behavioural and relaxation therapies on MA among deaf learners. The study adopted the quantitative quasi-experimental research design. A purposive sampling method was adopted to select three schools for the deaf in Oyo state. A random sampling procedure was employed to select 60 deaf learners who were assigned to two experimental groups and the control group. The Mathematics Anxiety Scale was used to screen participants, while a Mathematics Achievement Test was used for data collection. Data gathered were analysed using analysis of covariance and a descriptive chart. Findings revealed the efficacy of the two therapeutic interventions on the reduction of MA among the participants. The estimated mean difference between the treatments (rational emotive behavioural therapy = 5.537; relaxation therapy = 3.867) and control groups (1.670) showed higher potency of rational emotive behavioural therapy for reduction in MA among deaf learners than relaxation therapy. Based on the findings, it is important that mathematics teaching environment should be rich with tangible instructional materials that speak specifically to the emotion and cognitions of deaf learners.

In recent years, interest in the therapeutic potential of yoga for people recovering from trauma has flourished. To date, much of this research on yoga for trauma adopts a quantitative methodology that positions yoga as a medicalised intervention to understand if yoga is 'effective' for trauma recovery for adults. This paper seeks to contribute to an emerging body of qualitative literature by drawing on the voices of eight Iyengar yoga teachers with experience teaching adult students with trauma. It reveals that the teachers do not hold themselves out to be specialists in trauma, nor do they rely on formulistic principles or knowing a person's trauma narrative. Rather, they draw on the pedagogic skills they have developed more generally through their considerable experience of teaching yoga as an embodied practice to tailor their approach for their students. Of central interest is the way the teachers use their own bodies, particularly their sensory perceptions, to 'read' the bodies and emotional capacities of their students within each teaching session. The teachers also reflect on the way they use adjustments as part of their embodied pedagogic skills in nuanced ways that challenge the dominant no-touch discourse on teaching students with trauma. These pedagogic approaches offer important insights for movement teachers more generally, particularly those teaching vulnerable students.

While scholars and educators have increasingly recognized the importance of mathematics learning, many students suffer from anxiety. Therefore, educators and students demand more knowledge to reduce math anxiety's negative impacts effectively. This study explores the underlying mechanisms by which math anxiety affects students' learning efforts, thereby mathematics performance. Using data obtained from PISA 2012 assessment on US high school students' mathematics learning, the analyses revealed that students' sense of belonging serves as a potential mediating mechanism that links math anxiety and students' learning efforts. Specifically, math anxiety may adversely impact students' self-esteem, hindering their willingness to engage in social interactions at school. As a result, they may perceive a lower sense of belonging, leading to reduced motivation in learning mathematics. However, the study found that this negative link might be potentially mitigated by introducing formative assessment by their teachers as such assessment allows teachers to offer timely feedback on students' performance, thus creating a more welcoming environment to engage the students.

This study examined the association between two implementation factors, nurse-reported intervention adherence and self-efficacy, and children's outcomes in school nurse-delivered anxiety interventions. Data were collected in a pilot randomized controlled effectiveness trial with 54 children and 21 school nurses. Nurses implemented either a cognitive behavioral or relaxation-skills-only intervention. Nurse questionnaires assessed implementation factors. Independent evaluators assessed changes in children's anxiety symptoms at postintervention and at 3-month follow-up using clinical improvement and global functioning scales. Regression analyses indicated that greater intervention adherence was associated with greater anxiety symptom improvement at follow-up. Nurse self-efficacy interacted with intervention group, such that nurses with higher self-efficacy who implemented the cognitive behavioral intervention tended to have children show improvement and higher postintervention functioning. The impact of implementation factors on children's outcomes may differ depending on intervention type. Self-efficacy may be important for nurses using relatively complex interventions. Intervention adherence should be supported through training and consultation. [For the corresponding grantee submission, see ED608556.]

The purpose of this study was to examine the association between greater engagement (i.e., number of times participated) in mindfulness exercises administered in large university lectures and students' writing self-efficacy. For eight weeks, a breathing exercise was administered to students in one lecture section, and a progressive muscle relaxation (PMR) exercise was administered to students in another lecture section of the same course. Participants (n = 147) completed measures of writing self-efficacy before (T1) and after (T2) the eight-week exercise period. Engagement was greater in the breathing exercise than in the PMR exercise (p < 0.05). Writing self-efficacy was marginally greater (p = 0.08) at T2 for those administered the breathing exercise than for those administered the PMR exercise. Correlational analyses further showed that engagement in the breathing exercise was associated with writing self-efficacy at T2 (p < 0.01), but engagement in the PMR exercise was not (p = 0.21). We conclude with implications for course instructors using mindfulness exercises to enhance desirable writing outcomes.

Physical activity is linked to increased motivation and academic performance, yet the majority of research has focused on elementary and high school children. The current investigation evaluated this dynamic in college students (N = 209) by introducing a physical activity break at the mid-point of a videoed lecture and were divided into four conditions: control (no exercise), yoga, mild exercise, and moderate exercise. Students completed a motivation survey measure before the break and at the end of the lecture, followed by a quiz. Results showed that an intervention of moderate exercise and yoga were useful in increasing motivation and energy in college students. Interestingly, however, physical activity did not result in an increased retention of material. Future research is needed in a functioning classroom to evaluate the impact of exercise on academic motivation.

Yoga and meditation have become widely accepted as nonpharmacologic modalities for stress and anxiety reduction as well as general health. Indira Gandhi National Open University (IGNOU) School of Health Sciences (SOHS) launched a six months-long Certificate Programme in Yoga (CPY) in July 2019 for students who have cleared their 12th class. The objective of this study was to find out the effects of online yoga training on self-perceived stress among the students of the CPY programme enrolled during the academic year 2021. This was a study with both pre- and post-tests and was carried out on the students of the CPY programme between March and December 2021. A total of 69 and 81 students participated from the January 2021 and July 2021 batches, respectively. The Perceived Stress Scale (PSS) was used as a tool to measure the level of stress. A structured close-ended questionnaire was sent by Google Forms to ascertain self-perceived stress. The total mean value of the PSS score after online yoga training decreased from 18 [plus or minus] 5.9 SD in the pretest to 13.7 [plus or minus] 6.5 SD in the post-test of students from the January 2021 batch, and from 17.4 [plus or minus] 5.8 SD in the pre-test to 13.1 [plus or minus] 5.6 SD in the post-test of students from the July 2021 batch. The difference of mean value of pre-test and post-test of both the batches of students after online yoga training were significant (p value < 0.0001). The online yoga training was effective in reduction of perceived stress score among the students of the Certificate Programme in Yoga (CPY).

The purpose of the study was to identify what neuropsychological effect online learning had on psychology students and how it could be moderated. The study was descriptive and combined qualitative and quantitative methods to address the research questions. The study relied on three phases such as baseline study, experiment, and reporting. The experiment utilised neuropsychology tests adopted from the NeurOn platform. It was found that the Psychology students' perceptions of e-learning and their emotional reaction to them were found not to be appreciative. The practices in breathing exercises, meditation, or yoga were proved to be able to moderate the impact of online learning on the experimental group students' attentional capacities, memory processes, and cognition abilities. The above findings were supported by the results obtained for the neuropsychology tests and the experimental group students' self-reflections yielded from the use of the MovisensXS App. The students confirmed that breathing exercises, meditation, or yoga reduced study stress and burnout caused by e-learning and improved their academic performance. The focus group online discussion also showed that integration of breathing exercises, meditation, and yoga helped the experimental group students keep emotional balance, concentrate on their studies easier, remember more information, and meet deadlines in completing assignments. The education scientists are suggested to study how the e-learning curriculum could be reshaped so that it used relaxation practices on regular basis.

Youth who are placed at risk have been found to experience adjustment difficulties, behavioral problems, academic challenges, and/or mental health concerns (Moreau et al., 2012). One resource for these youth involve sport-based interventions designed to enhance psychosocial wellbeing. Using a single-subject design, the current study examined the effectiveness of a life skills program through sport in a sample of strategically identified youth (Danish, 2002); two additional mental skill modules were also implemented. Participants included three male adolescents. Using basketball to implement the program, life skills included managing emotions, goal setting, relaxation, confidence, mental preparation, and seeking help from others. Participants responded to a life skills survey (Weiss et al., 2014) and mental skills assessment (Durand-Bush et al., 2001) to evaluate the program's effectiveness. Results suggested the intervention was effective in enhancing two of the three participants' ability to apply life skills learned in the intervention, supporting the use of sport-based, individualized interventions with similarly situated youth.

As sports are the most popular extracurricular activity for children and adolescents, student-athletes are an ever-present population on campus and have unique risk and resilience factors as well as needs related to their well-being on and off the field. Mind-body health practices are a broad group of interventions that target physical and emotional wellness. This article presents evidence-based strategies that are low-cost, quick, and generalizable interventions for student-athletes to learn to support their performances in sports, academics, and in their future careers.

High school students experience considerable stress and anxiety. Meditative practices have been found to reduce stress and anxiety, but research has neglected the acceptability of these practices for adolescents. Bilingual guided meditation (BGM) has been shown to be both acceptable and effective in reducing stress and anxiety for second language (L2) learners in college, but its acceptability for culturally diverse high school students is unknown. The current study investigated acceptability of BGM and its components (music, positive suggestion) with L2 learners in a diverse and low-income high-school setting. Qualitative feedback and content analysis were used to investigate the acceptability of the intervention among 99 student and 5 teacher participants. Results indicate that both music and guided meditation were acceptable to the majority of the students and all of their teachers. Students particularly valued the perceived calming effects of the meditation music. Implications for future research and practice are discussed.

Mindfulness is a relaxation technique that has been associated with positive effects when used as a coping strategy for stress and anxiety. In this regard, the objectives of this article are to investigate how mindfulness could help improve adolescents' ability to regulate their attention, emotion, behaviour and thinking; learn English as a Foreign Language (EFL); and increase EFL performance. A literature review of the previous research including 11 academic works published in scientific journals (2016-) using quantifiable data collection methods, statistical analysis software and having a control group as part of the investigation is important to be explored to find an answer to the following questions: Can mindfulness improve an adolescent's ability to regulate attention, emotion, behaviour and thinking? How can mindfulness improve Obligatory Secondary Education (OSE) students' ability to learn and acquire EFL? Can mindfulness increase working memory capacity and as a result increase students EFL performance? The findings from this literature review strongly suggest that mindfulness could be a highly effective strategy for improving the ability of OSE students in Spain to learn EFL, as a result of the reduced stress and anxiety levels experienced by adolescents when mindfulness is incorporated as part of a consistent daily routine.

Mental health factors can impact student academic performance and success. Student mental health concerns such as depression and anxiety and are a growing concern within P-12 school systems. The dual pandemics of COVID-19 and racial injustice have increased concerns about student mental health and exacerbated existing traumas particularly for students from marginalized populations. Trauma-informed interventions that promote mental health in schools may be useful. Researchers utilized Consensual Qualitative Research to identify student mental health needs and outcomes for the implementation a deep breathing intervention in several schools in a large metropolitan city. The reasons for implementation, anticipated outcomes, reactions to intervention, perception of impact, and related personal experiences, as well as implications for practice and research, are all discussed.

Understanding how cognitive-behavioral therapy programs can be best implemented within the school environment is critical for ensuring that preventative mental health efforts reach all children and are most effective. The purpose of this study was to provide a qualitative analysis of students and school-based facilitators' perspectives of a cognitive-behavioral school-based intervention. Thematic analysis was used to evaluate the feasibility of the program, with a focus given to acceptability, implementation, and perceived utility. School-based facilitators (n = 10) provided data via weekly checklists. At the end of the program, facilitators also completed an online survey, and elementary students (n = 186) completed a questionnaire and open-ended worksheet. Results indicated that the program was feasible for teaching important coping skills to elementary school students. While there were specific challenges and barriers reported regarding program implementation, the program was deemed useful, engaging, and beneficial for students overall. These findings provide invaluable information from key stakeholders that will permit revisions and improvements to the program post-validation. This study also serves to further bridge the research-to-practice gap by incorporating facilitator and student perspectives into existing interventions to ensure the successful and sustained transfer of clinical practice into the school setting.

Using an embedded quasi-experimental mixed method approach, this exploratory study aimed to understand the benefits of mindfulness training for elementary school teachers and leaders in one rural school district. After the delivery of two 90-minute mindfulness professional developments with on-the-job practice of strategies over 2 weeks, quantitative statistical comparisons of the intervention and inactive control groups were made using survey results from the Mindfulness in Teaching Scale (Frank et al., 2016). Qualitative analyses used intervention participant journal entry responses along with one-on-one interviews. After analyses, the results suggest mindfulness training can benefit teachers, specifically in the use of intrapersonal mindfulness practices, reshaping daily interactions with students, and reducing stress.

This study aimed to investigate the burnout levels of teachers of English as a foreign language (EFL) at primary schools in Turkey, and how they cope with burnout. It was also aimed to examine if there was a relationship between the teachers' burnout levels and their adopted coping strategies. The participants of the study comprised 108 EFL teachers working in primary schools in Tekirdag province during 2018-2019 school year. They were selected using convenience sampling method and on voluntary basis. The data were collected via "The Teacher Burnout Scale" (Richmond et al., 2001) and a coping strategies multiple response questionnaire adapted by the researchers (Kyriacou, 2001; Küçükoglu, 2013). For the piloting purpose, the questionnaire was administered to 29 EFL teachers. After the piloting, it was found that Cronbach's alpha of the questionnaire was 0.789. Then, the main study period was conducted with the participant teachers. The data were analysed using descriptive statistics. The findings revealed that the burnout levels of the participant EFL teachers was quite low. Furthermore, the results indicated that the teachers with severe burnout levels benefited less from both palliative/emotion-focused strategies and direct action/problem-focused coping strategies than the teachers with substantial, some and low burnout levels, respectively.

Brief periods of wakeful resting have a positive effect on memory consolidation. To test the impact of mindful breathing exercises on the retention of new knowledge in a science class, we assigned lab sessions of Anatomy and Physiology I and II randomly to the intervention group or control group. During teaching periods, the intervention group lab sessions integrated mindfulness breaks by having students participate in guided breathing exercises every 25-30 minutes. With one exception, the average scores on the weekly retention quizzes taken at the end of the lab sessions were higher for the intervention group compared with the control group for all quizzes in both Anatomy and Physiology I and II. However, there was no significant difference in the average score between the intervention and control groups on formal quizzes and exams. Future studies should evaluate whether mindfulness techniques, such as mindful breathing exercises, used before exams lead to improved exam scores.

Educational programs that incorporate social emotional-learning (SEL) strategies, study skills, and mindful breathing using biofeedback can help adolescents decrease worry and social stress, increase test preparedness self-efficacy, and improve academic performance due to lowered levels of test anxiety. The current study examined the efficacy of a SEL intervention (implemented into a high school psychology course) focused on study skills and mindful breathing and its impact on student attitude and behavioural changes (e.g., test anxiety, self-efficacy), academic performance, and physical changes. A quasi-experimental explanatory mixed methods study conducted at a rural Alberta high school examined pre- and post-intervention results between two groups of Grades 9-12 students (N = 105) with one group receiving the intervention (mindful breathing sessions, emotional regulation techniques, study and test-taking skills, and coping strategies) while the other received regular programming. Quantitative data included a Test Anxiety Survey (TAS), Student Opinion Survey-Short Form (SOS-SF), and reading comprehension (RC) tests to measure attitude and behavioural changes, followed by qualitative data obtained from student semi-structured interviews and focus groups for further interpretation. Quantitative results from repeated-measures (RM) ANOVAs indicated significant increases in self-efficacy for preparation and test-taking, increased academic achievement, decreased worry about future social stress, and increased positive affect. Effect sizes for significant impacts ranged from 0.45 to 0.65. Qualitative data indicated that students acquired new SEL strategies to help them handle stressful test situations more effectively. The current study addresses topics of interest to educators (e.g., test anxiety, social emotional learning) with a discussion of applications for extension and development of the program in junior and senior high classrooms.

The following study examined the effect of mindful practices on college student attitudes and learning comprehension using two sections of an introductory biology course taught by the same instructor. One section used lecture complemented with active learning formats while the other section additionally included mindful practices. Comparisons were made between the students' surveys and quiz/exam scores. Students in the mindful section also kept journals. Results showed no significant differences in quiz and exam scores between the two groups; however, students in the mindfulness section found value in the practices both in and outside the classroom. Students reported a gain in their attitude towards the value of mindfulness practices as well as the use of mindfulness practices and reported a decrease in anxiety levels. Students identified these practices as helping them with focused attention, peace, and relaxation. At the end of the semester, over 90% of students agreed that mindfulness has a valuable place in the college classroom.

Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic approaches to support the college and career readiness of underserved youth, it is critical to acquire a deeper evidence-based understanding of factors shaping positive career and college pathways as well as to incorporate stakeholder viewpoints in their program design and delivery. In this article, we share key insights from our program development process that can inform the work of program developers, educators and youth services providers who seek to build and enhance career- and college-readiness programs aimed at underserved youth. We summarize 4 key insights from a narrative review of literature on college and career readiness as well as findings from a set of stakeholder (student, parent and educator) focus groups. We offer our ideas for incorporating these insights alongside stakeholder input into the development and design of college and career readiness activities and programming.

Background: The American Psychological Association reports that Generation Z are suffering mentally and physically more than any other group. Purpose: Measure the effects of a 16-week, online college-level "Complementary Therapies in Health Course" through the lens of the biopsychosocial-spiritual model on measures of health and aspects of well-being in college students. Methods: A mixed method, controlled, repeated measures study delivered in an online synchronous college-level health course. The course curriculum included the science and practice of compassion, happiness, mindfulness, meditation, yoga, service, gratitude, longevity, movement, and more. Results: 42 students 18-23 participated. A significant between subjects cross-over effect demonstrating improvements in the intervention group and deterioration in the control group was found using the Self Compassion Scale (p < 0.005), Self-Compassion subscale of Judgment (p < 0.001), Spiritual Well-being Scale (p < 0.047), and the Pemberton Happiness Index (p < 0.007). The Self Compassion Scale also revealed a within subjects significant effect (p < 0.001). Qualitative data revealed improvements in compassion, feelings of happiness, sleep, exercise and health habits, gratitude, mindfulness, spiritual feelings, and more. Discussion: Health education predicated on the biopsychosocial-spiritual model is efficacious. Translation to Health Education Practices: A whole person, complementary health approach to education programming has widespread, positive effects on college students.

Objective: Media framing of health issues reflects public opinion and impacts readers' perceptions and behavior. This study examines how meditation -- a recommended stress coping strategy for college students -- is framed in campus newspapers from 1997-2018. Participants: A total of 494 articles were analyzed. Methods: Semantic network analysis was used to automatically detect frames and the longitudinal trend. Results: Five major frames emerged: (1) building a meditation community within a campus community; (2) meditation benefits; (3) yoga for enhancing mind and body awareness; (4) meditation techniques; and (5) secularizing meditation on campus. There is a shift in coverage from interest in religion to secular views of health benefits throughout the years. Discussions of adverse effects that have emerged from the literature were entirely absent. Conclusions: The trend of secularizing meditation practices on college campuses is evident. Emphasizing the techniques and benefits could encourage participation and build a learning community.

This article introduces the concept of a new curricular model that addresses these issues through the body. The Thirdspace Movement Model can be integrated in K-12 Physical Education in coordination with other models. The Thirdspace Movement Model creates an environment where students practice movements and engage in critical discourse that address embodied identity. Through movements, the model fosters; 1) self-awareness which can lead to self-identity and self-acceptance, 2) embodied movement experiences that can lead to inner peace, 3) humanization, 4) acceptance of self and others, 5) reconciliation, 6) growth in connection with others, and 7) justice. The Thirdspace Movement Model can be integrated with existing PE units or introduced as a stand-alone unit. Self-awareness and listening to the messages the body sends begins the learning experience. Students then explore and express through developmental progression and movement patterns with self and others. The experience culminates with critical dialogue activities aimed at reflecting how bodily knowing and embedded memories influence one's movements and actions.

The purpose of the study was to examine the impact of yoga as a mindfulness practice on music educators' stress and stress management. We designed this multiple-case study through the conceptual framework of practicing yoga to reduce teachers' stress because yoga reduces stress in some populations. Participants attended a weekly virtual yoga class for 45 min and answered weekly reflection questions from the "Five Facet Mindfulness Questionnaire" and the "Mindfulness Attention Awareness Scale." Findings indicated that yoga positively impacted participants in terms of improving mood, reducing stress, feeling more relaxed, remembering to breathe, and maintaining more focus while teaching. Participants also indicated that they were bringing yoga and mindfulness practices into their teaching and focusing on their breath to help with stress management.

Many students report increasing test anxiety in the months before taking the national social work licensure exam. We evaluate whether adding a test-anxiety-reduction module to an online exam preparation course reduces MSW students' test anxiety. A non-equivalent pretest-posttest control-group design was used to compare 42 students who did not participate in the course (Group 1), 16 students who enrolled in the course and completed the test-taking strategies module only (Group 2), and 15 students who enrolled in the course and completed both the test-taking strategies module and the new test-anxiety-reduction module (Group 3) on test anxiety. The post-hoc comparison analysis showed Group 3 differed from Group 1: students who completed the test-taking and test-anxiety-reduction modules experienced a greater reduction in test anxiety than students who did not enroll in the course. The other comparison tests were not statistically significant (Group 1 v. Group 2; Group 2 v. Group 3). Preparing students for the licensure exam by teaching both modules -- test-taking and anxiety-reduction strategies -- appears to benefit MSW students, with modest costs -- in time and money -- for social work programs.

Life skills (LS) training programs help individuals develop their mental health and stress-related attitudes. This study aims to build a versatile physical education program (PEP) to promote LS and examine its effectiveness. The subjects were first-year Japanese university students. We conducted the LS survey in April (pre-semester) and August (post-semester) 2019. To analyze the difference in LS subscales scores depending on the PEP at the pre-semester/post-semester, we conducted two-way ANOVA repeated measures with the Semester-Sports item and examined simple main effects. As a result, there were significant interactions on the subscales "leadership (F (2,285) = 8.20, P < 0.001), " "planning (F (2,285) = 3.97, p < 0.05)," "self-esteem (F (2,285) = 7.73, p < 0.001)," and "positive thinking (F (2,285) = 3.07, p < 0.05)." Multiple comparison results showed that average scores for Tai Chi were significantly higher than Nordic walking and Basketball at the pre-semester. Moreover, there was a significant difference in all LS subscales between pre-semester and post-semester. This study suggested this PEP effectively developed the LS for new university students.

In the wake of COVID-19, the prevalence of stress and anxiety have become exceedingly widespread, and the cumulative effects of enduring multiple ongoing stressors altering every aspect of life have left many struggling to find suitable coping mechanisms. Students, in particular, appear to be operating in perpetual states of stress and anxiety within their constantly shifting school environments. Altering routines or restricting typical activities for students with disabilities can further induce mental stress and escalate challenging behaviors that often lead to poor academic performance. Mindfulness-based practices (MBPs) are one approach that educators can use to teach students with and without disabilities how to manage everyday stressors within the academic environment in more effective ways. Understanding how MBP's can support student outcomes and best practices for meaningful participation by students with disabilities, educators can provide their students with useful strategies for managing stress and anxiety during school or in daily life. Educators can present traditional approaches, with adaptations as necessary, to facilitate simple classroom-based mindfulness activities for students with disabilities that enhance their ability to effectively navigate everyday stressors. Through relaxation training and self-management techniques, students gain tools to strengthen their emotional and psychological well-being in ways that can also enhance academic outcomes. While the practices are universal and beneficial for all students, they can be exceptionally valuable for students with disabilities. Future research should continue studying the effects of school-based mindfulness practices and strategies for implementation, especially for programs serving students with disabilities.

Objective: Examine the effects of a relaxation course with a mindfulness meditation component in a two-group pre-test and post-test non-randomized study design. Participants: Participants included 219 undergraduate students (experimental group: n = 103; control group: n = 116), 18-43 years old. Methods: Completion of measures of stress, resilience, coping and mindfulness at the beginning and end of the intervention. Results: The independent sample t-test analysis revealed a statistically significant decrease in stress and maladaptive coping, and an increase in resilience in the experimental group compared to the control group. Conclusion: Benefits were observed following the intervention by positively impacting factors associated with increased functioning in life. Classroom-based interventions could be considered beneficial for students.

Objective: We evaluated the Relaxation Zone (RZ), a room with "relaxation stations" designed to reduce stress in college students. Participants: Participants (N = 994) were enrolled during the 2019 calendar year. Most participants were female (62.8%), freshmen (59.3%), and African American (44.9%). Methods: Students visiting the RZ completed a brief pretest and posttest that measured self-reported stress. Results: Paired sample t-tests across class groups (e.g., freshman, sophomore) revealed a significant reduction in stress from pretest (M[subscript pooled] = 6.0) to posttest (M[subscript pooled] = 4.5), with medium to large effect sizes (Cohen's d ranging from 0.53 to 0.88) during their first visit. For students having at least two visits (N = 348), an exploratory dose-response analysis demonstrated that an optimal dose of self-guided relaxation ranged from two to eight visits. Conclusions: These findings provide initial evidence that programs like the RZ can reduce student stress within a few visits.