“The Program Affects Me ’Cause it Gives Away Stress”: Urban Students’ Qualitative Perspectives on Stress and a School-Based Mindful Yoga Intervention

Abstract

School-based mindfulness and yoga studies generally measure stress-related outcomes using quantitative measures. This study answers the following research questions: how do youth define stress and in what ways, if any, was a mindful yoga intervention helpful to youth during experiences of stress. To explore youths’ own perspectives on stress, stressors in youths’ lives, and perceived changes in responses to stress post-intervention, we conducted focus group discussions with 22 middle school students from low-income urban communities following a 16-week mindful yoga intervention. Using thematic analysis, three themes emerged: (1) youth conflated stress with negative emotions; (2) peer and family conflicts were common stressors; and (3) youth reported improved impulse control and emotional regulation following the intervention. Study findings have implications for refining intervention content (e.g., discussions of stress), as well as informing the selection and development of quantitative measures for future research on stress and stress responses in urban youth.

A qualitative examination of yoga for middle school adolescents

“…The results of the present study are, for the most part, consistent with prior qualitative research on yoga in schools (Case-Smith et al, 2010; Conboy et al., 2013; Dariotis et al, 2016a; Dariotis et al, 2016b; Finnan, 2015; Miller et al, 2014; Wang & Hagins, 2016). For example, many students in the present study reported that they found yoga helpful for enhancing relaxation and reducing stress, a finding that is similar to other qualitative studies of school-based yoga (Conboy et al, 2013; Case-Smith et al, 2010; Dariotis et al, 2016a; Dariotis et al, 2016b; Miller et al, 2014; Wang & Hagins, 2016).…”

“…For example, many students in the present study reported that they found yoga helpful for enhancing relaxation and reducing stress, a finding that is similar to other qualitative studies of school-based yoga (Conboy et al, 2013; Case-Smith et al, 2010; Dariotis et al, 2016a; Dariotis et al, 2016b; Miller et al, 2014; Wang & Hagins, 2016). Several students in the present study also reported that yoga helped foster positive interpersonal relationships, a result that is consistent with the qualitative findings of Conboy et al (2013) and Finnan (2015).…”

“…To our knowledge, 14 qualitative studies of youth-based mind-body interventions have been conducted, all of which have generally shown positive participant-reported outcomes for children, adolescents, and young adults (Case-Smith, Shupe Sines, & Klatt, 2010; Conboy, Noggle, Frey, Kudesia, & Khalsa, 2013; Dariotis et al., 2016a; Dariotis et al, 2016b; Dariotis et al, 2017; Finnan, 2015; Miller et al, 2014; Rosaen & Benn, 2006; Sibinga et al, 2011; Sibinga, Perry-Parrish, Thorpe, Mika, & Ellen, 2014; Tharaldsen, 2012; Wall, 2005; Wang & Hagins, 2016; Wisner, 2014). However, it is important to note that only 12 of the 14 aforementioned studies were conducted within school settings, and only eight evaluated yoga interventions.…”

“…However, it is important to note that only 12 of the 14 aforementioned studies were conducted within school settings, and only eight evaluated yoga interventions. The eight qualitative studies specifically focused on yoga within school settings have generally shown positive self-reported outcomes (Case-Smith et al., 2010; Conboy et al, 2013; Dariotis et al, 2016a; Dariotis et al, 2016b; Dariotis et al, 2017; Finnan, 2015; Miller et al, 2014; Wang & Hagins, 2016). …”

“…It is important to specifically investigate student perceptions of school-based yoga given that, in addition to incorporating aspects of mindfulness and/or meditation, yoga differs from conventional mindfulness-based programs in that yoga also includes physical postures and breathing exercises (Butzer, Bury, Telles & Khalsa, 2016). In addition, the majority of qualitative studies of school-based yoga have been conducted on high school students (Conboy et al, 2013; Miller et al, 2014; Wang & Hagins, 2016) and elementary school students (Case-Smith et al, 2010; Dariotis et al, 2016a; Dariotis et al, 2016b; Dariotis et al, 2017; Finnan, 2015). Furthermore, no studies of school-based yoga have directly compared quantitative and qualitative results emerging from the same sample.…”