Teacher-Led Yoga/Mindfulness in the Key Stage 1 Classroom. Survey of Educators Across North-East England.
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| Title: | Teacher-Led Yoga/Mindfulness in the Key Stage 1 Classroom. Survey of Educators Across North-East England. |
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| Authors: | Wilkin, Katie1,2 (AUTHOR) katie.wilkin@northumbria.ac.uk, Thornton, Claire1 (AUTHOR), Allen-Baker, Georgia1 (AUTHOR) |
| Source: | Early Childhood Education Journal. Feb2026, Vol. 54 Issue 2, p985-996. 12p. |
| Subject Terms: | *Behavior disorders, *Classroom management, *Primary education, Mindfulness, Yoga instruction, Psychological stress, Questionnaires |
| Geographic Terms: | Northern England |
| Abstract: | Pupils' behavioural and emotional difficulties are disruptive to classrooms. These issues have exacerbated post-Covid, but little is known about the specific methods used by teachers to manage such issues in the classroom. An online survey was completed by 133 Key Stage 1 (KS1) educators who use yoga and/or mindfulness activities with their five- to seven-year-old pupils within 101 mainstream state schools in England's North East Mayoral Combined Authority. Participants reported using these activities 'To support the children to calm down and relax' (88% of participants) and, 'To support pupils' self-awareness and self-regulation' (62% of participants), with most participants (65%) rating these activities as extremely or very useful for their KS1 pupils. Early career teachers with 0–2 years' experience in the profession provided significantly fewer reasons for using classroom-based yoga/mindfulness than those who have been in the profession for three years or more (means = 2.38 and 3.48 respectively). Also, teachers who reported being aware of research into the benefits of yoga or mindfulness for schoolchildren provided significantly more reasons for using such activities in the classroom (mean = 3.79) than those unaware of the research (mean = 2.96). This study is the first of its kind to explore teachers' use of, and reasons for using, yoga/mindfulness activities in KS1 classrooms in the North East, one of the most deprived areas in England. Results are discussed in the context of current research alongside suggestions for future studies and practice recommendations for KS1 teachers. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Pupils' behavioural and emotional difficulties are disruptive to classrooms. These issues have exacerbated post-Covid, but little is known about the specific methods used by teachers to manage such issues in the classroom. An online survey was completed by 133 Key Stage 1 (KS1) educators who use yoga and/or mindfulness activities with their five- to seven-year-old pupils within 101 mainstream state schools in England's North East Mayoral Combined Authority. Participants reported using these activities 'To support the children to calm down and relax' (88% of participants) and, 'To support pupils' self-awareness and self-regulation' (62% of participants), with most participants (65%) rating these activities as extremely or very useful for their KS1 pupils. Early career teachers with 0–2 years' experience in the profession provided significantly fewer reasons for using classroom-based yoga/mindfulness than those who have been in the profession for three years or more (means = 2.38 and 3.48 respectively). Also, teachers who reported being aware of research into the benefits of yoga or mindfulness for schoolchildren provided significantly more reasons for using such activities in the classroom (mean = 3.79) than those unaware of the research (mean = 2.96). This study is the first of its kind to explore teachers' use of, and reasons for using, yoga/mindfulness activities in KS1 classrooms in the North East, one of the most deprived areas in England. Results are discussed in the context of current research alongside suggestions for future studies and practice recommendations for KS1 teachers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-025-01903-0 |
