Date of Award

Winter 12-2025

Document Type

Capstone

Degree Name

Master of Science in Education (MSEd)

Department

Education

First Advisor

Adam Schmitt

Second Advisor

Fiona McDonnell

Keywords

yoga, Classroom yoga, social-emotional learning (SEL), attention and focus, mindfulness, student well-being

Abstract

This study investigated how students respond to brief yoga and breathwork practices being introduced in a high school biology classroom, specifically looking at the impacts to students’ social-emotional competencies, engagement, and academic focus. The theory of action guiding this inquiry was that embedding yoga practices into the classroom would decrease physical tension, decrease anxiety, increase self-esteem, and improve concentration, thus supporting their ability to engage and focus during learning tasks. The inquiry examined how students respond to a daily 10-minute yoga sequence implemented over three weeks (six class sessions). Data was collected through multiple tools, including a researcher-designed pre- and post-survey assessing mood, self-regulation, confidence, focus, and work completion; daily qualitative student reflections on the impact of yoga on their ability to focus, relax, and learn; and a teacher journal documenting observations and participation. A mixed-methods analytic approach was employed: descriptive statistics and paired-sample t-tests evaluated changes in survey scores, while qualitative responses were coded for recurring themes. Quantitative findings did not demonstrate any statistical significance between pre-and post-surveys, but qualitative findings showed students found that yoga helped them stretch and feel less tense, that it allowed them to focus, and that it was calming and relaxing.

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