Morning yoga as an embodied regulatory practice: longitudinal changes in children’s self-esteem and gratitude following participation in a school-based yoga program
Shoichi Shiota, Takahiro Ohitokata, Hiroshi Harada
Frontiers in Psychology July 23, 2026 DOI: 10.3389/fpsyg.2026.1884043 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Pilot study, pre-post design Longitudinal Peer reviewed |
|---|---|
| Sample size | 401 |
| Population | Elementary school children in Kitakyushu City, Japan |
| Intervention | Yoga program incorporating loving-kindness meditation |
| Duration | 6 months (September 2025 to February 2026) |
| Measures | Self-esteem Scale by Rosenberg for Elementary and Junior High School Students, Interpersonal Gratitude Scale for Children |
| Keywords | Gratitude School-based program Self-esteem Socio-emotional learning Yoga |
| Key points | Self-esteem and gratitude scores were significantly higher after the six-month school-based yoga program than before. |
Abstract
BackgroundSelf-esteem and gratitude are important psychological constructs associated with children’s socio-emotional development and well-being. Previous studies have suggested that yoga may be associated with emotional regulation, attentional stability, and prosocial functioning. However, few studies have examined whether participation in school-based yoga programs is associated with changes in both self-esteem and gratitude among children. The present study aimed to examine longitudinal changes in self-esteem and gratitude following participation in a structured yoga program incorporating loving-kindness meditation in elementary school settings.MethodsThis pilot study was conducted in seven public elementary schools in Kitakyushu City, Japan, as part of the regular school curriculum. A total of 401 children participated in a structured “Asa (morning) yoga” program conducted once weekly for 15 min from September 2025 to February 2026. The intervention included physical postures (asana), breathing techniques, attention-focused meditation, and loving-kindness meditation. Self-esteem was assessed using the Self-esteem Scale by Rosenberg for Elementary and Junior High School Students, and gratitude was assessed using the Interpersonal Gratitude Scale for Children. Pre–post changes were analyzed using paired t-tests.ResultsSelf-esteem scores were significantly higher at post-intervention than at pre-intervention. Gratitude scores were also significantly higher at post-intervention than at pre-intervention.ConclusionParticipation in a brief, structured school-based yoga program was associated with positive pre–post changes in self-esteem and gratitude over the study period. These findings suggest that participation in school-based yoga programs may be associated with positive changes in selected socio-emotional outcomes in children. However, given the absence of a control group, causal interpretations should be made with caution, and future controlled studies are needed to clarify the nature of these relationships.