Yoga & Mindfulness Curriculum for K-12 Classrooms by Randee Lee Bullard A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah April 10th, 2024 Approved Stephanie Speicher, PhD Melina Alexander. PhD Sara Gailey, PhD YOGA & MINDFULNESS FOR K-12 CLASSROOMS 2 Abstract Our most sensitive populations, women and children, are at a higher risk of experiencing stress. Women educators are prevalent within the field of education, having more influence on grade-school-aged children. Research findings suggest that both educators and students are experiencing heightened levels of stress compared to previous periods. Further, considering the expansion of technology and the traumas left by the COVID-19 Pandemic, we are faced with new, complicated stress levels; however, we are met with an opportunity to use technology to our advantage. School-based mindfulness programs are proven to improve student behaviors and temperament if educators teach at least 60% of the program under a stable, consistent routine. These programs’ benefits also extend to the educator, providing them with insightful tools that can be used in their personal and professional lives. The “Yoga & Mindfulness for K-12 Education” course was created to provide educators with a free, easily accessible curriculum that they can utilize in in-person, online, or hybrid classrooms on Canvas. A certified meditation and yoga instructor and a licensed Title One secondary school teacher reviewed the course and provided constructive feedback. Primary and secondary teachers can fully engage with it by creating a free “teacher account.” The curriculum is focused on the basics of yoga, breathwork, mindfulness, and meditation, which will be henceforth referred to as all-encompassing “mindfulness.” The mindfulness course comprises five units: breathing, yoga, meditation, practice, and reflection. Each unit has an educator guide page, informational videos, practice videos, discussion forums, and individual activities. By the end of the course, students and educators will be able to practice these skills whenever and with whomever they wish. Keywords: yoga, meditation, mindfulness, breathwork, mindfulness for schools, mindfulness interventions YOGA & MINDFULNESS FOR K-12 CLASSROOMS 3 Acknowledgments I would first like to thank my older sisters for always believing in me and pushing me to become a better, more refined person. Additionally, I’d like to thank my cousin, with whom I’ve been attached at the hip since birth, for encouraging me to complete my thesis when I felt like I could not continue. These three individuals gave me the strength to move forward with every success I have had in life. Their support means the world to me. Secondly, I would like to thank my professors at Weber State University. Without their inspiration, I would have been lost. Most importantly, I would like to thank Dr. Stephanie Speicher. She graciously served as the chair of my thesis committee and remained consistently supportive throughout the formulation of this project. She truly believed in me and continuously reminded me of my strengths. Her care, kindness, and guidance mean more to me than she could ever truly know. Finally, I would like to thank the teachers and students who keep education moving worldwide. Education is riddled with challenges, but I commend the people making positive, lasting changes in growing learning environments. Learning will always be a top priority of mine, and without educators, there would be no such thing. YOGA & MINDFULNESS FOR K-12 CLASSROOMS 4 Table of Contents Abstract............................................................................................................................................ 2 Acknowledgements..........................................................................................................................3 Addressing the Challenge of Stress Amongst Children: A Curriculum for Yoga and Mindfulness in K-12 Classrooms..........................................................................................................................5 Literature Review.............................................................................................................................5 Current State of Stress in America.......................................................................................5 Stressors and Impact in Elementary Schools........................................................... 6 Educators' Response to Stressors in Schools........................................................... 7 Teaching Mindfulness..........................................................................................................8 Mindfulness Curriculum - What Exists for Teachers and Students......................... 9 Purpose...........................................................................................................................................10 Method........................................................................................................................................... 11 Context............................................................................................................................... 11 Outline of Course Content................................................................................................. 12 Unit 1: Breathing....................................................................................................12 Unit 2: Yoga........................................................................................................... 12 Unit 3: Meditation..................................................................................................13 Unit 4: Practice...................................................................................................... 14 Unit 5: Beyond the Classroom...............................................................................14 Scope & Sequence............................................................................................................. 15 Curriculum Evaluation.......................................................................................................16 Discussion...................................................................................................................................... 17 Feedback & Limitations.....................................................................................................17 Recommendations..............................................................................................................20 Training..................................................................................................................20 On-going Evaluation..............................................................................................20 Dissemination........................................................................................................ 21 Reflection...........................................................................................................................22 Conclusion......................................................................................................................... 22 References......................................................................................................................................24 Appendix A....................................................................................................................................30 YOGA & MINDFULNESS FOR K-12 CLASSROOMS 5 Addressing the Challenge of Stress Amongst Children: A Curriculum for Yoga and Mindfulness in K-12 Classrooms Stress is a realistic component that shapes our culture in many ways all around the world (American Psychological Association, 2022). K-12 educators have the opportunity to teach their students how to healthfully mitigate stress at a young age, which could increase their likelihood of using coping strategies and cultivating peace. It is imperative to utilize mindfulness tactics in elementary and secondary classrooms. The problem with mindfulness curricula is that they are seldom free, which creates barriers for schools with limited resources and budgets. Mindfulness and SEL curricula are becoming more popular, but this does not signify that teachers and students can more easily access and utilize these programs in classrooms. SEL/mindfulness curricula are typically embedded within software that costs hundreds or thousands of dollars per school year. In the United States, there is a need for an accessible mindfulness curriculum; thus, one was created as part of this project. Canvas by Instucture was selected as the learning management system for this curriculum project because many educators may access it for free by creating a “teacher account.” The development of healthy responses to undesirable emotions has the power to change an individual’s quality of life. Literature Review Current State of Stress in America Stressors are a natural occurrence for people of all ages. Humans are becoming increasingly inundated with technology, like smartphones and social media. Even though the rapid spread and availability of information has produced some positives, like social justice and civil rights reforms, due to easily and quickly accessible information, it has also created issues. According to the American Psychological Association, the misuse of technology (smartphones, YOGA & MINDFULNESS FOR K-12 CLASSROOMS 6 in particular) can cause sleep disorders and heighten anxiety (Keir, 2017). Smartphone use can change adolescent temperaments and cause “adverse developmental outcomes” (Lee et al., 2023). As smartphones become more of a necessity, we must be aware of their effects and prepare younger generations to deal with the stress of constant digital connection properly. Stressors and Impact on Elementary Schools In 2020, our lives changed dramatically. It is essential to consider how stress and anxiety changed due to the COVID-19 outbreak. The pandemic added new stress levels overall, but especially to “neglected” groups of people, according to a 2020 study conducted in 26 different countries. The researchers indicated that “the results of the present study, based on analyses of data from 53,524 respondents from 26 countries and areas, provide evidence that higher levels of stress are reported by women, single people, people of younger age, people staying with more children, the less educated, and from countries and areas with a more severe COVID-19 situation” (Kowal, et al., 2020). These statistics are increasingly worrisome since most teachers are female (Merlin, 2020). That being said, with most schools being predominantly populated by women and children, perhaps extra measures should be taken to protect them from developing mental health issues, especially in an ever-evolving academic culture where female teachers influence the success and learning outcomes of youth. Students are also facing complex stressors. Outside of the classroom, they may experience family arguments, peer pressure, and new romantic relationship challenges. They bring these issues to school and experience even more challenges like school performance and social anxiety. One study conducted over six months on seventh-, eighth, and ninth-grade students found that anxiety and depression symptoms significantly increased over time if not treated (M.K. Anniko, Boersma & Tillfors, 2019). Students need emotional support now more YOGA & MINDFULNESS FOR K-12 CLASSROOMS 7 than ever. Researchers from The National Center for Biotechnology Information expressed, "In many ways, interventions to improve social-emotional functioning were, and are, more urgently needed than ever” (Garro et al., 2023). Educators' Response to Stressors in Schools The COVID-19 pandemic changed online learning and affected the well-being of students and teachers. A study in China indicates that some teachers feel just as stressed now as when school closures occurred due to the pandemic (Xu & Yao, 2023). The same study reported that “teachers experienced decreased emotional well-being (more stress, tension, anxiety, and distress) compared to the pre-pandemic period” (Xu & Yao, 2023). The researchers stressed the importance of administrators focusing on their teachers’ mental health and work schedules. Implementing mindfulness-based interventions in elementary and secondary schools often yields positive outcomes for educators, as research finds that they “experienced both short- and long-term benefits of compassion, community, and adaptability” (Dunn & Larson, 2023). If stress levels in teachers are reduced, students will also experience benefits. Teaching methodology has changed as online schooling has become more prevalent since the pandemic forced people to stay home. According to the National Education Policy Center (NEPC), “A total of 726 full-time virtual schools met selection criteria for the 2021-22 school year, 249 more than existed in 2019-20, which was the reference year for our previous report. Between 2019-20 (pre-pandemic) and 2020-21, enrollment in full-time virtual schools nearly doubled, increasing from 332,379 students to 643,930 a year later (an increase of 331,551 students). Given the rapid increase in enrollment during the pandemic, it is interesting to note that as the pandemic eased up between 2020-21 and 2021-22 school years, enrollments in full-time virtual schools declined by 65,000 students. This drop in enrollments occurred even YOGA & MINDFULNESS FOR K-12 CLASSROOMS 8 though the net number of full-time virtual schools continued to grow” (Gulosino et al., 2023). Technology has found its place in education and continues to expand. It would be in our best interest to take advantage of it to keep our students healthier. Teaching Mindfulness We must teach our adolescent students how to cope with upsetting emotions. Mindfulness cannot solve all classroom issues, but it can help. According to the International Journal of Yoga, “Yoga and breathing and relaxation techniques have positive effects on stress levels, physical activity levels, and behavior of school-aged children” (Thomas & Centeio, 2020). Emotional health should be just as important as math or science subjects. A study conducted in the United Kingdom with children ranging from the age of four to 18 years old asked the following research question, “what is known about the relationships between yoga in schools and mental health and cognition in neurotypical and neurodiverse youth populations?” (Stephens, 2022). The researcher found that school-based yoga programs have a genuine potential to alleviate anxiety and depression in schools. The researcher indicated that “There is strong positive evidence to support the use of SBYP [school-based yoga programs] for the improvement of depression, self-esteem, subjective and psychological well-being, attention and academic performance and moderate evidence to support anxiety, self-concept, resilience, executive function, inhibition, and working memory in neurotypical populations. While there was a stark contrast in the volume of evidence present for the use of SBYP [school-based yoga programs] in neurodiverse populations, there was some strong positive evidence to support improvement in self-concept, subjective well-being, executive function, and academic performance and moderate evidence for outcomes in attention” (Stephens, 2022). Their focus on YOGA & MINDFULNESS FOR K-12 CLASSROOMS 9 yogic foundations (movement and breathwork) has contributed significantly to these children’s school performance, self-awareness, and overall well-being. Incorporating mindfulness into education has produced more positive effects. A study done in Canada with children from fourth to seventh grade stressed the importance of quieting the mind (meditation), accepting the present moment, being aware of the self and others, and managing negative emotions. Over 200 students were engaged in these mindfulness interventions. With teachers implementing mindfulness exercises just 60% of the time, researchers found positive outcomes in students as they became more emotionally aware and behaviorally patient (Lawlor & Schonert-Reichl, 2010). The study stresses that teacher engagement is crucial for the success of these mindfulness practices. Another similar study completed in 2020 indicated the same (Lawlor & Schonert-Reichl, 2010). Researchers in northern Pennsylvania introduced mindfulness from a social and emotional (SEL) standpoint. They stated that“we found a significant decrease in externalizing behaviors (hyperactivity and conduct problems) and an increase in prosocial behaviors from pre-program to post-program” (Sciutto, Veres & Marinstein, 2021). Not only are children learning helpful coping skills in dealing with stress, but they are also learning healthier social skills. The two studies above have proven that mindfulness yields positive outcomes for students and educators in the classroom. Mindfulness Curriculum - What Exists for Teachers and Students Mindfulness practices in schools are becoming increasingly popular. Many SEL (social and emotional learning) platforms and mindfulness-based curriculums are available for teachers online, which is terrific but often costly. A popular SEL curriculum in Salt Lake City, “Move This World,” is evidence-based and has received ESSER funding but costs hundreds to thousands of dollars depending on the school YOGA & MINDFULNESS FOR K-12 CLASSROOMS 10 that utilizes it. “Breath for Change” is a popular program that offers some free resources to educators. Their main goal is to train classroom teachers to become certified as 200-hour yoga teachers, which can cost up to $2,000 per person per certification. “Yoga Ed.” has partnered with Breath for Change to create classroom yoga curricula but only provides one free lesson sample. The rest of the lessons must be purchased with an expensive membership. “Namaste Kid” has many free resources like demonstrations of yoga poses and printable coloring pages, but no actual curricula or professionally developed lesson plans or videos. Mindfulness curricula need to be more present on Canvas. The few popular courses that have been “favorited” over 500 times primarily focus on morning meetings and “at-home” yoga workouts. These curriculums are a great starting point, but they lack researched, supported, comprehensive approaches to mindfulness. Purpose This project was designed to provide educators with a free, easily accessible mindfulness and yoga curriculum with intentional exercises they can use across grade levels in elementary and secondary settings. Within this course, teachers and students will find ways to reduce stress, mitigate anxiety, form healthy coping mechanisms, and notice their potential in positive, transformational ways. In practicing mindfulness, educators continuously guide their students through difficult emotions, provide healthy coping mechanisms, and notice impactful, positive lifelong effects. Yoga has helped shape my life in invaluable ways. I began practicing yoga in 2008, and by 2014, I had become a certified yoga teacher at the University of Utah. In 2015, I joined the US Peace Corps in Panama. I often taught yoga to other volunteers, which was helpful due to the culture shock, loneliness, and stress we were experiencing. After my Peace Corps service, I YOGA & MINDFULNESS FOR K-12 CLASSROOMS 11 traveled to India to complete a 300-hour meditation teacher training, which I completed in 2018. Yoga and meditation have taught me to be a kind, patient person. I have tried my best to teach family, friends, and students how to employ mindfulness tactics when they feel overwhelmed, stressed, and anxious. I believe in mindfulness and hope this curriculum will continue to serve people who need stress relief the most. Method For this project, a mindfulness course was created utilizing Eastern and Western breathing and meditation techniques, as well as standard yoga movements. The course was created in Canvas and comprised of five units. The beginning of each unit will include a “guide” page for educators to follow. Students will then explore a series of activities to learn more about breathing, mindfulness, self-awareness, and yoga. Students will be asked to reflect on their experiences at the end of each unit. Teachers will also be allowed to give feedback at the end. Context This mindfulness course is not intended for grading but can be used based on the teacher's discretion. Rubrics have been built within assignment and discussion pages and can be edited. Students will be asked to reflect on their practice at the end of each unit. These reflections can be used as graded material or count towards participatory measures. Research has strongly suggested that teachers be diligent in delivering lesson plans routinely and consistently, as mindfulness and yogic practices may not have a proper influence on teachers and students if they are not. Teachers may deliver these units to their students online or in person, as this course will be available on Canvas. The course videos will also be available on YouTube to accompany subtitles. Teachers may edit course materials and use them in their class courses. These lessons can be delivered at any part of the school day and even assigned as homework. Practicing these YOGA & MINDFULNESS FOR K-12 CLASSROOMS 12 exercises during a “morning meeting” is recommended to establish a mindfulness routine. Educators may repeat or extend any portion of the exercises. Each unit may be opened and used freely by students and educators in Canvas. Outline of Course Content The Yoga & Mindfulness for K-12 Education course (Bullard, 2024) includes five units that express the importance of practicing mindfulness and how to practice each skill. Each module will have a central focus and an objective for students to complete. Educators will have a “guide” provided at the beginning of each unit, which will not be published to students. Unit 1: Breathing Objective: Students will practice three breathing techniques and develop a consistent, routined practice with their teacher. ● The Importance of Breath: Headspace’s Dr. Pearse explains how breathing impacts brain function (Pearce, 2022). ● How to Practice Breathing Techniques ○ Nostril Breathing (Bullard, 2024) ○ Belly Breathing (Bullard, 2024) ○ Box Breathing (Bullard, 2024) ● Video Reflection: Students will discuss their favorite breathing technique and demonstrate how they practice it via a video/recorded reflection. Unit 2: Yoga Objective: Students will learn about yoga's origins and how to practice basic postures and sun salutations. ● Introduction to Yoga: Children explain yoga and why they enjoy it (Wanderlust, 2014). YOGA & MINDFULNESS FOR K-12 CLASSROOMS 13 ○ The Origin of Yoga: Learn where yoga originated and the science behind it (Infognostica, 2016). ■ Who Practices Yoga? ● People in wheelchairs can practice yoga (Morris, 2014). ● Football players practice yoga (Kittle, 2020). ● Elderly people practice yoga (Ramesh, 2021). ● Children can practice yoga (Fightmaster Yoga, 2015). ● “Yoga offers physical and mental health benefits for people of all ages” (John Hopkins University, 2024). ● Yoga Basics - Movement ○ Sun A Salutations (Bullard, 2024). ○ Sun B Salutations (Bullard, 2024). ● Activity: Your Salutation—Students will create and record their own flow/practice by combining a basic pose with sun salutations. Unit 3: Meditation Objective: Students will practice mediation techniques individually and with classmates. ● Introduction to Meditation: Professor Jon Kabat-Zinn explains that meditation is “paying attention” and “being awake” (Kabat-Zinn, 2010). ○ Observing Your Breath (Bullard, 2024) ○ Noting Meditation (Bullard, 2024) ○ Love and Kindness Meditation (Bullard, 2024) ● Activities ○ Drawing Meditation YOGA & MINDFULNESS FOR K-12 CLASSROOMS 14 ■ Drawing the Breath (Hauk, 2020) ■ Simple Cirlces Demo (Elaine, 2022) ■ Swirls & Scribbles with Faces (Coepio Healing Arts, 2020) ○ Practicing Meditation: Students will be guided through a reflection via a discussion forum. Unit 4: Practice Objective: Students will build a practice/flow by choosing one skill from each discipline: breathwork, yoga, meditation, and mindfulness. After that, they will complete an individual reflection and teach their practice to another person. ● Bring It All Together: A Review - Students will be able to review all the mindfulness skills we have learned throughout the course. ○ Discussion Activity: Choose Your Own Flow/Practice - 3 Component Practice ○ Individual Activity: Practice on Your Own - Reflection ○ Activity: Teach Your Practice - Share Your Practice/Flow with Family or Friends Unit 5: Beyond The Classroom Objective: Students will choose when and where to practice yoga, mindfulness, meditation, and breathing exercises outside class. ● Reflection Activity: Practicing Mindfulness in Daily Life YOGA & MINDFULNESS FOR K-12 CLASSROOMS 15 Scope & Sequence The entire course is five units and could take about a month to complete if the educator engages their students with the content at least thrice weekly. However, the videos and assignments can be extended and repeated as often as they like. Unit one is about breathing and breathing techniques. First, students made observations about breathing as they listened to a neuroscientist explain how and why we breathe. Then, they will learn about three breathing techniques: nostril, box, and belly. Nostril breathing is rhythmic as we use our fingers to stop or start airflow. Box breathing is practiced by holding the breath after breathing in and out through the mouth or nose. Belly breathing is a sensational technique of placing one’s hands on the abdomen as we breathe, noticing the rise and fall of each breath in the “belly.” Finally, students will practice their favorite technique individually or with peers. In unit two, students will learn about the origin of yoga, who practices it, and how to practice basic Vinyasa movements. I will take them through a series of exercises via video as they practice sun A and B salutations and gentle stretching. Because I was trained as a Vinyasa practitioner, I teach the Vinyasa version of sun salutations, which are ideal due to their ease. At the end of the unit, they will demonstrate their favorite yoga postures by recording a video or working with peers. Students will learn about three meditation techniques: observing the breath, noting meditation, and love and kindness meditation. Observing the breath is an excellent tool for those with wandering minds as we simply notice how air moves through our bodies. The noting meditation encourages people to note their thoughts, feelings, and sensations as facts rather than labeling them as “good” or “bad.” The love and kindness meditation helps individuals release anger or malice towards others. Students will also learn about drawing meditation, allowing them YOGA & MINDFULNESS FOR K-12 CLASSROOMS 16 to practice various styles. At the end of the unit, students will be asked to demonstrate their favorite meditation via video recording or with peers. Unit four acts as a “final,” asking students to recall all the mindfulness techniques learned throughout the first three units. As they build their practice, they will choose their own “flow/practice” or sequence, consisting of one breathing technique, yoga movement, and meditation practice. A reflection will be assigned before they record a video displaying their flow or practice it with peers. Unit five discusses how to practice mindfulness daily, followed by a discussion. Students will identify when, where, and how they will practice mindfulness outside their classrooms. Students must learn to carry these practices with them wherever they are. Curriculum Evaluation A yoga instructor and a secondary school teacher reviewed the course and provided detailed feedback. Their correspondences were sent and received via email. A fellow yoga teacher and mentor with over ten years of experience in her field provided the first evaluation. She was a lead yoga instructor at three different studios and holds a 500-hour yoga teacher training certificate and a 300-hour meditation teacher certificate. She was the founder and co-owner of a meditation studio, as well as a co-owner of a power yoga studio, both in Salt Lake City, Utah. By creating award-winning yoga and meditation teacher training, she is well-known as a mindfulness mentor and trainer in the community. She generated program curricula, monitored instructor success, and continuously engaged herself in learning opportunities. Additionally, she is a certified life coach for the Institute for Professional Excellence in Coaching. YOGA & MINDFULNESS FOR K-12 CLASSROOMS 17 The second evaluator is a classroom teacher based in the Salt Lake City School District with five years of experience. She is a licensed educator with the Utah State Board of Education and currently teaches at an arts academy as an English teacher for multiple secondary grades. The Arts Academy is a Title 1 school known for serving a diverse population. She is a dedicated educator who uses social and emotional tools, differentiated instruction, and empathetic teaching methods to engage her students. Discussion Through the development of mindful technical practice, this project aims to provide teachers and students with techniques that will help them navigate stress. By teaching the curriculum, teachers will develop their mindfulness practices, too. With leadership from their classroom teachers, students will be engaged in routine mindfulness practices. Research has shown that establishing a routine with mindfulness skills indicates student and educator success in employing these strategies, thus reducing stress (Dave, et al., 2020). This project extends beyond the academic realm. Students will be encouraged to practice these skills outside the classroom with trusted peers and adults, furthering their understanding of mindfulness and solidifying an at-home routine. Additionally, this project helps educators harness mindfulness principles within their classrooms, which will affect future generations. Feedback & Limitations After designing and publishing the curriculum on Canvas, each evaluator had two weeks to review the course and provide feedback. After carefully considering their constructive feedback, minor changes were made, such as edits to titles and activity descriptions. Further enhancements were made to the practice videos by providing a link that would take students and YOGA & MINDFULNESS FOR K-12 CLASSROOMS 18 teachers to YouTube so that subtitles could be viewed, which has led to more positive dissemination effects. One evaluator highlighted the use of vocabulary. She brought attention to the word “mindfulness” and how it was utilized interchangeably with “meditation” during the course. She stated, “Meditation is always mindful. However, mindfulness is not always meditation. There is a sentence stating that they are one and the same, which is not accurate. In addition, throughout your course, you do separate the two. Perhaps remove that sentence altogether or replace it with, ‘meditation is a formal mindfulness practice.’’’ After learning about this distinction, edits were made to the course to indicate the differences between mindfulness and meditation. However, for an all-encompassing “umbrella” definition, yoga, meditation, and breathwork will be known as “mindfulness” during the course. The same evaluator suggested that breathwork activities formerly named “pranayamas” be changed to “nostril breathing.” She explained that Sanskrit can be confusing and often “puts people off.” Language such as “breathing” and “breathwork” were used to ensure clear understanding. An edit was made to the word “flow,” which pertains to the practice of breathing, meditation, and yoga. The evaluator said, “In unit 4, I found some of the instructions confusing because the word ‘flow’ was used, indicating to me only the yoga component of the practice. I think it would make more sense to use the word ‘practice’ instead of ‘flow’ in this final unit. These words are used interchangeably in the yoga/wellness community. However, I think it would be confusing for a novice.” Given these suggestions, I made edits to either omit the word “flow” or write it as “flow/practice” since these words are so commonly used interchangeably. YOGA & MINDFULNESS FOR K-12 CLASSROOMS 19 The other evaluator suggested that I clearly outline which parts of the module were activities, with which I agreed. Each activity is now indicated within the titles, making it easier to find within each module/unit. The overall feedback I received was positive and affirming that this type of curriculum is a need for classroom teachers and students. Feedback from the evaluators included: ● “The course is well organized and accessible. All the links work. In the videos, [the creator] is approachable, friendly, and has a soothing voice. The content delivers a solid introductory overview of yoga, breathwork, and mindfulness. The information provided by [the creator], outside sources, and activities deliver a dynamic learning experience. The written and verbal reminders throughout the course, reminding the user that they can omit certain parts, are appreciated for autonomy.” ● “I like the way the modules are set up with an introduction/guide, then materials, then an activity. I also think that it isn't too dense, which is great because some Canvas courses have too much information/material, etc.” ● “Overall, I like that it is simple and straightforward and not too dense with information but just enough to make it meaningful.” ● “No limitations were present, students can easily follow the modules and materials provided within. Students were able to participate with ease and remain engaged. Some students struggled to find the activity, but were able to complete it once directed.” ● “This course allowed students to understand the basics of meditation with materials that were easily accessible and understandable to them.” YOGA & MINDFULNESS FOR K-12 CLASSROOMS 20 Some limitations must be considered. Although this course will be accessible to educators with access to Canvas, it will not be available to teachers who do not have access to Canvas. This course was also written and executed in English, making it unavailable to people who do not speak an advanced level of English. However, translated subtitles will be available on YouTube. Additionally, educators may only sometimes provide optional feedback. Recommendations Training The most notable attribute of this course is that teachers do not need any type of mindfulness training to guide themselves and their students through the basics of yoga, meditation, and breathing techniques. On-going Evaluation To ensure the ongoing effectiveness of this course, teachers will provide feedback by answering questions: 1. Were there any limitations present within this course? Did every type of student easily access its content? 2. What went well while teaching this course to your students? What didn't go well? 3. Do all the links work? Are there any that I need to fix/replace? 4. How was this course helpful for you and your students? Was there any part of the course that was unhelpful? 5. Where is your classroom located? (Write N/A for not applicable) 6. Is your classroom in-person, remote/online, or hybrid? (Write N/A for not applicable) YOGA & MINDFULNESS FOR K-12 CLASSROOMS 21 7. What is/are the grade level(s) and the subject areas that you primarily teach? (Write N/A for not applicable) 8. Is your school considered Title One? (Write N/A for not applicable) Answering these questions to provide feedback is not required but enthusiastically appreciated. Receiving feedback will enable the course creator to adequately maintain the course as long as it is published in Canvas. Dissemination Another aspect of this course is that it will be easily shared in Canvas with teachers all over the United States. Naturally, this course will be available in the “commons” section in Canvas so that teachers can download the entire course and all its content within their classes. They may revise and omit the content as they see fit. I have further disseminated this course by recommending it to classroom educators and yoga practitioners with whom I’ve enjoyed teaching. I will continue to recommend this course to teachers and educators in the future as well. It is important to note that the videos that I recorded will also be available on YouTube. My channel name is “Yoga with Miss Randee” (Bullard, 2024). In the channel description, I will have a link to the course in Canvas, which educators can access as long as they create a free “teacher account.” Proper dissemination of this course was one of my main concerns during the construction of this project. Because this course will be easily accessible and shared between educators via Canvas, I am confident it will continue to be used successfully. The literature review mentions that free access to mindfulness-based curricula is limited. YOGA & MINDFULNESS FOR K-12 CLASSROOMS 22 Reflection Creating this course and writing this thesis was professional and personally transformational. I started my classroom teaching career at the beginning of 2019, eventually altered by the wake of COVID-19. I soon realized how much teachers and students needed mindfulness. Stress was at an all-time high as we were social distancing. Like many other teachers, I was moved to an online school to teach 3rd grade virtually. Suddenly, I had to learn new skills and cope with more stress. Yoga and meditation saved my sanity. I felt compelled to give my students a chance to learn more skills so that they could effectively manage their stress and loneliness. These skills transformed their outlook on life and helped them properly analyze their emotions. By the end of the 2020/2021 school year, my online students were using yoga and mindfulness techniques on their own, which, in turn, helped them mitigate stress. Although I am no longer a classroom teacher, I will always support educators. With a master’s degree in curriculum and instruction, I plan to continue consulting for various schools and educational platforms, especially learning management systems. In terms of mindfulness, I will always be a yoga and meditation practitioner and, most importantly, forever a student. Conclusion Studies have shown that if stress, anxiety, and depression are left untreated, symptoms often worsen (Belvoir Media Group, 2013). As our lives continue to change and become more complex, we need more ways to navigate unpleasant emotions to tap into pleasant ones. This course will help open more doors leading to mindfulness and inner peace. The success of this mindfulness program hinges on educators. If teachers incorporate at least 60% of this curriculum in their classrooms, then their students will experience benefits (Lawlor & Schonert-Reichl, 2010). Educators will further the ongoing efforts to help students YOGA & MINDFULNESS FOR K-12 CLASSROOMS 23 deal with stress by properly utilizing this course within their classrooms. If we help youth through difficult emotions today, we can ensure a brighter future for all. Engaging with the Yoga & Mindfulness Curriculum for K-12 Education allows educators and students to learn mindfulness skills they can carry throughout their lives. As they move through the various activities in this course, they will affect more lives as they teach their family and friends the fundamentals of breathwork, yoga, and meditation. The effects of this course know no bounds and will continue to be transformational for all engaged with it. YOGA & MINDFULNESS FOR K-12 CLASSROOMS 24 References American Psychological Association. (2022, October 31). 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International Journal of Yoga, 13(3), 250–254. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7735498/#:~:text=Conclusions%3A,to% 20perform%20outside%20of%20school Wanderlust. (2014, October 20). Cute kids explain yoga (wanderlust | kids yoga). YouTube. https://youtu.be/ZMcZOuyD2vo?si=WzU_i_eVYDfT94Zz Yao, Y., & Xu, J. (2023, May). Occupational stress of elementary school teachers after eased COVID-19 restrictions: a qualitative study from China. Frontiers in Psychology, 14, 1183100. https://doi.org/10.3389/fpsyg.2023.1183100 Yoga Ed. (2023, October). https://yogaed.com/ YOGA & MINDFULNESS FOR K-12 CLASSROOMS 30 Appendix A