EFFECTS OF YOGA AND MINDFULNESS ON EMOTIONAL REGULATION, BEHAVIOR, AND TEACHER BURNOUT
Sara Smith
UKnowledge May 5, 2026 DOI: 10.13023/etd.2026.94 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Dissertation comprising three intervention studies (pre-post designs implied) Peer reviewed |
|---|---|
| Population | Rural Kentucky elementary students (studies 1 and 3) and rural high school athletes aged 13-17 (study 2) |
| Interventions | Yoga Mindfulness |
| Dose | two 7-minute movement breaks per day; twice-weekly yoga and mindfulness sessions |
| Duration | 6-week intervention (study 1); 5-week intervention (study 2); 10-week intervention (study 3) |
| Topics | Meditation |
| Key points | Brief classroom movement breaks were followed by improvements in reading, math, and social-emotional competence among 45 elementary students, with the largest gain in math. A five-week yoga and mindfulness program for 43 high school athletes was followed by improvements on nine of 16 self-report items, with small-to-moderate effect sizes, and students and coaches reported better focus and stress management. A ten-week combined program was followed by improved emotional regulation, fewer disruptive behaviors, and better classroom climate. The author argues these are low-cost, scalable strategies for student well-being. |
Abstract
This dissertation comprises three studies that examine the effects of physical activity, yoga, and mindfulness interventions on students' emotional regulation, behavior, and academic outcomes in rural Kentucky schools. These studies as a whole contribute to understanding how movement-based and mindfulness practices can enhance social-emotional and academic well-being in schools. The first study describes the effects of classroom-based physical activity on student achievement and social-emotional well-being. Forty-five elementary students participated in a 6-week intervention with two 7-minute movement breaks per day. Results indicated statistically significant improvements in Reading (t(44) = 2.55, p < .001, d = .38), Math (t(44) = 4.63, p < .001, d = .69), and social-emotional competence (t(44) = 3.67, p < .001, d = .55). These findings demonstrate that brief, structured physical activity can meaningfully enhance academic and emotional outcomes when implemented by classroom teachers. The second study shows the effects of a five-week yoga and mindfulness intervention on the emotional regulation of rural high school athletes. Forty-three students (ages 13–17) participated in twice-weekly sessions incorporating yoga postures, breathing techniques, and mindfulness reflections. Analyses revealed statistically significant improvements on nine of 16 self-report items (p < .05), with small-to-moderate effect sizes (d = .36–1.04). Students and coaches reported enhanced focus, composure, and stress management, underscoring the feasibility and acceptability of yoga within athletic contexts. The third study explores the impact of a ten-week combined yoga and mindfulness intervention on elementary students’ emotional regulation and classroom behavior. Based on the results of earlier pilot studies, the third study examines a ten-week combined yoga and mindfulness intervention conducted with elementary students and teachers, serving as the primary dissertation study. Results show improvements in emotional regulation strategies, reductions in disruptive behaviors, and enhanced classroom climate. Together, these studies highlight movement, yoga, and mindfulness as low-cost, scalable strategies to promote student well-being. Findings support efforts to incorporate social-emotional and physical wellness practices within rural school systems to foster more balanced, resilient, and emotionally regulated learners.
Comparable studies
Other non-randomized and open-label trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness-Based Stress Reduction in Relation to Quality of Life, Mood, Symptoms of Stress, and Immune Parameters in Breast and Prostate Cancer Outpatients Early-stage breast and prostate cancer patients | 2003 | Pre-post intervention study | n = 59 |
| Exploring self‐compassion and empathy in the context of mindfulness‐based stress reduction (MBSR) Community sample | 2010 | Pre-post intervention study | |
| Mindfulness-Based Stress Reduction Lowers Psychological Distress In Medical Students Second-year medical students | 2003 | Prospective nonrandomized cohort-controlled study | n = 302 |
| Intensive meditation training, immune cell telomerase activity, and psychological mediators. Retreat participants and matched controls | 2011 | Controlled trial with wait-list control group | n = 60 |
| The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents Children aged 8-12 with ADHD and their parents | 2011 | Within-group waitlist controlled trial | n = 22 |
Citations in the library
Cites 3
- Research Review: The effects of mindfulness‐based interventions on cognition and mental health in children and adolescents – a meta‐analysis of randomized controlled trials Journal of Child Psychology and Psychiatry October 22, 2018
- Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology November 10, 2014
- Yoga, mindfulness-based stress reduction and stress-related physiological measures: A meta-analysis. Psychoneuroendocrinology December 2017