Background: Youth often experience stressors leading to negative long-term outcomes. Enhancing social-emotional attributes is important to foster resiliency to face these challenges. Yoga may enhance social-emotional resiliency among youth. However, research replicating such results in school-settings is limited. This research details an investigation of the effects of the Kripalu Yoga in the Schools (KYIS) intervention integrated into a physical education class among a racially/ethnically diverse student population. Method: Middle school sixth grade students (n = 23 students; 52% female; mean age = 12.1 years) were either enrolled in physical education class that included KYIS (n = 9), or were enrolled in art and music (control condition; n = 14). To evaluate effects on student characteristics, self-report questionnaires of social-emotional competence and problem behaviour were administered pre- and post-delivery of the curriculum. Results: Students receiving the intervention increased in social-emotional competence over time relative to the control condition. Although promising, results should be interpreted with caution, as students who received the yoga intervention scored significantly lower on social-emotional competence than students in the control group at pre-intervention measurement time point. Conclusions: Yoga may improve social-emotional competence among youth and future research should explore the utility of yoga curricula in school settings.

中文翻译：

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一项基于学校的瑜伽干预措施可提高青少年的适应能力：一项试验性试验

背景：青年经常经历压力导致长期负增长。增强社会情感属性对于增强抵御这些挑战的能力至关重要。瑜伽可以增强年轻人的社交情感适应能力。但是，在学校环境中复制此类结果的研究是有限的。这项研究详细调查了Kripalu瑜伽在学校中（KYIS）干预措施的影响，该干预措施已纳入种族/族裔不同的学生群体中的体育课。方法：中学六年级学生（n = 23名学生；女性52％；平均年龄= 12.1岁）或者参加了包括KYIS的体育课（n = 9），或者参加了艺术和音乐（控制条件； n = 14）。为了评估对学生特征的影响，在课程交付之前和之后，对社会情感能力和问题行为的自我报告调查表进行了管理。结果：接受干预的学生与对照组相比，社交情绪能力随时间的推移有所提高。尽管有希望，但应谨慎解释结果，因为在干预前的测量时间点接受瑜伽干预的学生的社会情感能力得分明显低于对照组的学生。结论：瑜伽可能会提高青少年的社交情感能力，未来的研究应探索瑜伽课程在学校环境中的实用性。相对于控制条件，接受干预的学生随着时间的推移社交情感能力的提高。尽管有希望，但应谨慎解释结果，因为在干预前的测量时间点接受瑜伽干预的学生的社会情感能力得分明显低于对照组的学生。结论：瑜伽可能会提高青少年的社交情感能力，未来的研究应探索瑜伽课程在学校环境中的实用性。相对于控制条件，接受干预的学生随着时间的推移社交情感能力的提高。尽管有希望，但应谨慎解释结果，因为在干预前的测量时间点接受瑜伽干预的学生的社会情感能力得分明显低于对照组的学生。结论：瑜伽可能会提高青少年的社交情感能力，未来的研究应探索瑜伽课程在学校环境中的实用性。