The last lot of tips for teaching yoga in schools…

Tip Number 7:

Sometimes persisting with the pranayama practice can work like magic. It might be worth using some cues to positively reinforce the behaviour you are pleased with as soon as you hear some students begin to chat ‘All we want to hear is the sound of our breathing… excellent year 8… this practice is a challenge for many of the adults I work with, you are doing really well’.

Tip Number 8:

Where you see examples of really great effort, (or someone who demonstrates the sankalpa really well), if you have chance, you could write their names on the board to acknowledge that you’ve seen their good practice

Tip Number 9:

It’s a good idea to have the sankalpa (intention) written on the board and the questions written on the board to support students with a visual reference during their class.

Thank you to Fay Crowther from Ark Teacher Training for these tips!

Welcome back for more tips on how to teach yoga in schools. Read on for more…

Tip number 4:

A good technique to use is to bring people back together just as their conversation peaks, so that they know that they have to discuss the question straight away, otherwise they might not get chance. You could use a countdown ‘coming back together and being ready to share your answers in 3…. Sitting down and facing this way in 2…. Showing focus until the end of the singing bowl…1 (and then ring the bowl)’ ‘All I can hear is the bowl… what wonderful focus year 8, that’s excellent practice…’

Tip number 5:

The sun salutations are a great way for children to get rid of some of their energy but be careful as sometimes children will have so much energy that it will raise the energy in the room too! If you find that the children are over-excited after the sun salutations, try moving on to holding poses for longer. This seems to support them to have more focus and attention.

Tip number 6:

Where students are not on task and it is affecting the concentration of others, try standing next to them initially and modelling exactly what you expect them to be doing- it can help their minds to get back on track.

More tips to follow tomorrow…

“Thank you for inviting me to speak. I base my contribution today on 15 years of continued interaction with the diverse community of people involved in yoga in schools across the UK, which includes school leaders, teachers, counsellors and yoga teachers.

Last week I was about to teach yoga to my year 7 and 8, they were messing about on the mats. A stern-faced woman enters the room – says “What’s going on here?” I invite her to join us for our yoga class, she says “I’m not really dressed for it – but tell me more”. I explain that the school has chosen yoga as their whole school wellbeing initiative –she pauses, her face changes as she looks at the mats and looks back at me and says – “what an absolutely wonderful idea.This is what we are looking for.” As she walks out through the door I ask who she is and she turns around to say “I am a school inspector”.

She is not the only one who thinks this way. Increasingly, yoga is catching on in those schools that have realised that they have to address mental health issues themselves and prevent the crisis from happening.

There are a wide range of issues that face young people linked to Mental Health such as:

Stress

Anxiety

Depression

Obesity

Bullying

Behavioural issues

Sleep deprivation

Addiction

And many many more…

The research shows that all of these are addressed by yoga.

The most recent research led by Westminster University indicates an interesting new aspect which links yoga to increased resilience.

Apart from research, there is also an enormous amount of experiential evidence from yoga in schools. Here is one example:

This is a letter from the Pupil Referral Unit in Milton Keynes. A 14 year old girl who has been absent from regular school for many years.

“Since you have been teaching yoga at the Bridge I feel like I have more control out of my life and that I can do anything I put my mind to (eg breathing work and relaxing and stuff) I feel like its gonna be a lot easier. If someone asked me a year or two ago would you ever think you would be doing yoga and in school full time, I would have laughed in their face!”

Imagine if more young people had access to these embodied practitioners before they were moved to the PRU which costs £13000 per year per pupil?

There are three important elements to consider when discussing the role of yoga in schools.

Firstly, up to 2015, yoga was increasingly used as a preventative measure (26% of schools accessed yoga), however due to redirection of Sport England funding, yoga is not as easily available in as many Secondary and Tertiary environments anymore.

Secondly, the increasingly stressful environment that teachers and pupils are facing (testing, lack of trust from leadership – 1 in 3 NQTs leave profession in 3 years!!!)

These first two actually LEAD TO MENTAL HEALTH ISSUES which takes us to the third point:

1. the on average 30% cut in CAMHS funding over the last 3 years, means that schools are left to deal with something that they are ill-equipped to manage.

HOW DO WE AVOID THIS?

The vision we have in this vertical is for yoga to be readily available in each school to reduce the incidences of mental health issues and improve young people’s wellbeing. We see this as involving important cost savings for the NHS, the education system and other areas such as social services.

In order to achieve this, we need your support in three principle areas; curriculum, research and joining the dots between education and the healthcare system.

The First, Yoga in the Curriculum, PSHE, PGCE and SEN

• The logical place for yoga in schools is within the PSHE (initial exploration of this is already taking place)
• Yoga is extremely beneficial in the Special Needs context and it would be valuable for SENCOs to have yoga on their list of recommended therapies

For maximum impact and consolidation:

There is a need to be offering yoga as part of the Teacher Training curriculum to support future wellbeing for teachers and students – so directive from government that this is a simple and impactful intervention affording long lasting change.

Secondly, research:

There are plans to implement two large scale research projects, one of which focuses on the ways in which yoga can reduce mental health issues in schools in which the aim is to be partially funded by the NIHR and the other is a longitudinal project aimed to explore how yoga can improve outcomes and reduce costs in a wide variety of ways, academic and other, within schools. And this would be funded by a social impact bond. In both cases, the scale of the endeavour requires an extensive range of support and we request your help in making contact with appropriate stakeholders and decision makers in funding bodies, governmental institutions and the corporate world to support these projects.

The vision for yoga in schools requires joined up thinking. It is vital to develop richer links between those funding health related interventions and school funders. In the current climate in some areas, CCGs are funding yoga for young people. It would be valuable to have conversations with different regional CCGs and NHS England, as well as other organisations, in order to raise awareness and develop policy of the potential impact of funding yoga in schools.

I am sure that the right honourable gentlemen and ladies have particular insights on how government might help to support the propagation of yoga in schools and would welcome any and all insights.”

According to one of the most ancient texts, yoga is about avoiding future suffering. It does
this in many ways. When we train our body to be fit and healthy we are less likely to fall ill.
When we train our mind through meditation and special breathing techniques, it is less
likely that we suffer anxiety and depression. But more than this, and the area that is often
overlooked is the philosophy of yoga, which presents human beings as all belonging to one
energy – connected – and divided only by the false notion of separation and individuality.
There is even an understanding that death doesn’t really exist, we simply drop our body. If
we choose to embrace this belief system, there is really nothing at all to be afraid of. We
start to choose love and empathy, not fear.

Then we start to learn from our experiences and simply see life as a series of lessons which
bring us closer to connection, we explore each experience, whether pleasant of unpleasant
as a step towards liberation from suffering. Then we step into life with curiosity, openness,
acceptance and love, the four elements which constitute a joyful and expansive life,
according to Mindfulness expert Dr Dan Siegel. So maybe that can encourage us to explore
what thought pattern or repeated experience is causing us suffering? How can that be
changed, what do you need to learn from this repeated thought, behaviour or response so
that you can let it go and free yourself to embrace joy in its fullest form?

Yesterday was the 4th International Yoga Day and all over the world, yoga was being practised and celebrated in various ways. I spent the day at the House of COmmons at the APPG on yoga in society, where i found myself pinching myself again and again at the incredible steps we are taking towards the acceptance of yoga as a healthcare initiatave and as support in education.

Theorists say that an idea goes from Ridicule to Rejection to Acceptance. Any of us who have worked in yoga in education or even yoga in general can bear testimony to this. In the 70s Yoga was seen as cultish and hippie, in the 90s it became fashionable among the cognoscenti and today it is being rolled out in all areas of society with government getting on board. Yesterday at the House of Commons, I was invited again to participate in a meeting for the APPG on Yoga at which I represent the Education vertical.

Listening to the peers and experts speaking about yoga and yoga in schools in particular, it is clear that we are at the beginning of a burgeoning surge in interest for yoga. Julie Montagu spoke eloquently about the importance of bringing yoga to everyone as she shared her personal journey from anguish to joy and went on to reiterate the importance of using social media to bring awareness to the general public.

Dr Justin Varney, who works in Public Health outlined the criteria for bringing yoga into the Health Service in a meaningful way. He reiterated that the research on yoga is fundamental and that in 2007 there were only a few meaningful research papers and today there are around 400 research papers being produced every year.  This indicates that there is a rise in interest and serious enquiry into the effects and supposed effects of yoga.  Josefin from Sweden gave us an overview of yoga in Prisons all over the world, from Mexico to India and Sweden.  She gave us some beautiful quotes from prisoners who felt their violence and anger drop away in yoga, positing that the re-offending statistics could drop significantly if many continued with yoga outside of prison, thereby saving countries money and saving lives.

Preaching to the converted, around 100 yogis sat smiling and content that finally what they knew all along was being explored and expressed, namely that yoga brings peace and when practiced extensively could potentially change the heart of our nation, bringing it to joy.

As head of the Education vertical in the APPG, I feel the importance of bringing a solid and unflinching cohesion to the community of yoga teachers working in schools or with children outside of school so that we speak with one voice clearly and concisely, working together in solidarity. When we report to government in this way, our voice wil be heard loud and clear and acted upon without hesitation.  This is a call to all kids’ yoga teachers to come together in harmony and move in the same direction, to bring yoga to young people all across the UK in an optimistic, simple and compassionate way. I believe that yoga in schools and for kids could be the answer to so many issues that we are tackling today: obesity, anxiety, disembodiment (and all that that entails) and failing schools. Mindfulness has paved the way and the UK has been a long-term innovator in society, so let’s lead the world in this vision of yoga for children as a way to bring harmony, authenticity and joy to our kids and for our future. Maybe the yoga community could model a new way of leadership, that supports and empowers, that listens and brings together and that moves as one, adhering in this way to the fundamental principles of yoga.  

Many young people are preparing for exams now – whether it is end of year, GCSEs, A Levels, or Uni exams. Yoga is well known to combat stress. In one study we did together with the CBeebies, cortisol (the stress hormone in the body) dropped by 30% at the end of the class, but more interestingly, the whole class started with a 20% lower cortisol rate than the control groups. This means that week on week, your stress is reducing and the benefits are cumulative.

1 – when we stretch our body, we are indicating to our brain that we are relaxed as a stressed body is a tense body.

2 – when we breathe deeply, we activate the baroreceptors in our lungs which tell the body to relax

3 – when we turn ourselves upside down, the heart gets to relax as it no longer needs to pull the blood back up from the bottom of the body

4 – we focus on one thing, the breath or a mantra, in order to train the brain to be strong and not wander or ruminate, which is the basis of so much anxiety. To be able to focus, brings success in any field.

5 – Philosophically – we distinguish between what is real and what is unreal. We look at our lives and we see it in a philosophical perspective, where we are no longer at the centre, but just someone who is learning lessons, whatever they are – this brings us into a more detached mode of thinking.

So when you get home, lie down and pop your legs up the wall and breathe deeply. Make sure your outbreath is longer than your in breath for about 15 to 20 minutes and you will soon feel a difference.

Good Luck!

As I was training a group of secondary school teachers, psychologists, social workers and psychiatrists last week to share yoga and mindfulness with teens, it became more apparent than ever that poor mental health of our young adults is not showing any signs of abating. As the group shared the reasons for coming on the course, many mentioned how the young people seemed disconnected from themselves.  The psychologists used the term disembodied.

Many young people, they felt, were disconnected from their bodies, viewing their own bodies as objects, to be controlled or punished with food or exercise, but not to be listened to or respected. Many live their lives as it were, outside themselves, viewed through the lens of the Instagram or snapchat conversation.

Our bodies are wise temples of information, prompts and intuition, our bodies never lie. When we practise yoga, we get in touch with our bodies and we feel into pleasure, as well as aches and pains, to discover and listen to underlying emotions.

When we ignore messages from the depths of our bodies, we are more likely to live in our minds – our minds were never meant to be our masters, they are the servants of our intuition, our knowing. But when the mind runs riot, it plays havoc with our lives and we end up out of balance.

We concluded on the last day of the course that we need to bring young people back in touch with their own bodies, so they might be less likely to fall foul of the vagaries of shifting mood states, emotions and destructive thought patterns that can lead to anxiety and depression.

We need to connect the body with the mind and recognise a third, even wiser dimension, which can guide us towards a more fulfilling life, some call it the soul or the spirit. Yoga opens us up to this possibility.

The APPG on yoga in society was inaugurated in the House of Commons on the 22nd March. This a historic moment as it is the only government to introduce this kind of initiative, it follows in the steps of the very successfully APPG on mindfulness and it heralds a new era in acceptance of yoga among the general public.

The aims of the APPG will be thrashed out among the MPS in the coming weeks. The consultants to the group suggest interventions in schools, the NHS, the prison service and the workplace as a salutogenetic intervention that builds health among the British population to alleviate pressures on the strained NHS and schools.

Westminster university are busy measuring interventions and comparing the outcome of mindfulness vs yoga in school settings as well as undertaking a nationwide survey of 2500 yoga practitioners in the uk. The results of these papers will influence how we move forward. Warwick university and Harvard have come together to measure outcome of yoga in the workplace together with the pharmaceutical giant GSK. Currently it is estimated that 7% of the UK population practise yoga and 26% of schools offer it as an after school club or as part of PE. In a trial run by Bangor university it was shown that sick days dropped by an astounding 70% when yoga was introduced to the workplace. It seems that yoga is the magic pill that might finally drive out county towards a compassionate healthy and collaborative future.