IntroductionLast year, nearly six in ten children in Detroit lived below the poverty line [1]. The impact of poverty on the lives of children has been well documented, specifically on their social and emotional development [2]. Children who grow up in low socio-economic status (SES) neighborhoods and attend inner-city public schools are more likely to be affected by stress that negatively impacts behaviors and social skills [3], more likely to be exposed to violence [4], and have an increased risk of being a victim of bullying [5]. For teachers in urban school districts, this can be especially challenging as they navigate the issues surrounding poverty while also attempting to create pedagogies that are productive and culturally relevant.The research on bullying in schools is complicated given the myriad of factors that have been used to define bullying behavior; however, most studies support the concept that bullying behavior can be either physical or psychological. Hoover and colleagues [6] defined bullying as the physical or psychological abuse of an individual. The majority of the studies done in the United States have examined bullying as a subset of aggressive behavior that has potential to cause physical or psychological harm [7].Stress and aggression are of particular concern in urban physical education (PE) given the proliferation of competitive, multi-activity sport-based curricula and the often-limited supervision that takes place in the gymnasium [8][9][10][11]. Significant research suggests that when multiactivity and team-sport curricula dominate PE curriculum, students are more likely to report increases in bullying, teasing, and other aggressive behaviors among classmates [9,11]. Additionally, recent studies indicate that bullying in PE leads to future avoidance of school-based PA for children who have fallen victim to it [12]. Conversely, students who participate in PE curriculum focused on lifetime activities instead of competitive sports report more camaraderie and less marginalization during classes [11]. Mindfulness training -specifically meditation and yoga -is one example of a lifetime activity that, if integrated into the PE curriculum, could not only reduce the competitive, team-sport focused environment, but also equip students with skills to deal with stress outside of the PE classroom. This type of curriculum has been suggested as a possible effective coping strategy for adolescents as it could have an impact on stress responses that are caused by the school and everyday life [13,14].Yoga interventions have proven beneficial in helping urban youth cope with behavior issues and other social factors [15], increase selfcontrol [16], and manage stress and aggression [17]. In addition, several studies have indicated that the use of yoga in schools helps to enhance social skills, emotional intelligence, and conflict resolution among students [18]. Significant impacts of a yoga intervention were also noted by Benson et.al [19] which included: higher grade point average, AbstractBackground/O...