Case study Primary School
I worked with a special needs pupil from a primary school in Pendle
The student was diagnosed with ADHD and he exhibited behavioural issues, lack of concentration and an inability to focus.
Over the weeks I saw improved focus, his confidence grew, he could communicate more effectively with myself and others.
In week one I saw him push another pupil. By week 4 he was helping other students and demonstrating what he could achieve.
After yoga, in his next lesson, his teacher said he was much more calm, more focussed and better behaved.
He started to set life goals for himself. He was displaying signs of being much more resilient.
He was nicer to other pupils and started to work with them whereas usually he manifested more aggressive behaviour.
Case study Secondary School
The six week project involved groups of KS4 students in years 10 and 11 (ages 14 – 16) in a mixed non-selective school in the North West of England. The school is in an area of some deprivation and has a wide range of abilities and races within its population.
The project taught the students Meditation and Yoga through breath work such as Alternate Nostril Breaths and Abdominal Breathing; Focusing on a Flame and tightening and relaxing of muscles throughout the body to develop physical relaxation skills.
The sessions were 50 minutes long and took place during weekly P.E. lessons.
The results were self-assessed by the students through questionnaires and also through teacher observance. Results showed that participants were calmer for longer periods of time, were more reflective and could listen and follow instructions better. The students reported being able to concentrate on tasks for longer periods of time and being able to work better with others.
Teachers observed that the students seemed to form healthier relationships and manage their emotions in a safer way. They were also able to communicate their emotions more easily; they spoke more positively about their abilities and had a more positive self-image.
Other, unlooked for, benefits centred around those students’ attitudes towards P.E.
The project appealed to students who were not interested in competitive sports and were reluctant to put themselves into situations where they were judged in comparison with others.
When they could choose to do Yoga and Meditation instead those students took that option and they went from hating P.E. to loving it.
There were no more refusals to do P.E., no more ‘forgotten’ P.E. Kits, no excuse notes and no more having to cajole reluctant learners.
Students who usually acted as a constraint on those who wished to achieve in team games, competitions and other spheres of physical activity loved the Yoga and Meditation project.
They joined in enthusiastically, asked staff regularly if Yoga would be available and gained measurably from their participation.
