CPD ARTICLE – Yoga for Young People: Considerations for Practice Across Different Settings

This informal CPD article ‘Yoga for Young People: Considerations for Practice Across Different Settings’ was provided by Teen Yoga Foundation, a charity promoting the well-being of young people through the practice of yoga in schools & beyond through trainings, events & classes.

Interest in yoga as a support for children and young people’s wellbeing has grown significantly over the past two decades [1]. It is now offered in schools, healthcare environments, community projects, youth services, sports programmes and private practice. Alongside this growth has come a greater understanding that offering yoga to young people is not simply a matter of adapting an adult class. Effective work with children and adolescents requires consideration of developmental stage, context, safeguarding, engagement, culture, language and therapeutic intention [2].

Yoga supporting young people

Young people today are growing up in a world vastly different from previous generations. Rates of anxiety, emotional distress, loneliness and school avoidance have risen [3][4]. At the same time, there is increasing recognition that wellbeing cannot be addressed solely through cognitive approaches. The body plays a central role in emotional regulation, resilience and social connection [5][6]. As a result, body‑based approaches are receiving growing attention across healthcare, education and youth services [7].

Yoga offers a framework through which young people can develop awareness of physical sensations, emotions, thoughts and behaviours [8]. Practices may include movement, breath awareness, relaxation, concentration exercises and opportunities for reflection. However, the effectiveness of these practices depends largely on how they are delivered and the context in which they are offered [9].

Developmental appropriateness 

One of the first considerations is developmental appropriateness. Children and adolescents are not a homogeneous group. A practice that is engaging for an eight‑year‑old may feel unsuitable to a sixteen‑year‑old [10]. Equally, approaches that work well with highly motivated adults may fail entirely with teenagers who have been required to attend. Young people are often highly sensitive to authenticity [11]. They are quick to detect when an adult is attempting to impose an intervention rather than invite participation. Consequently, successful programmes frequently emphasise choice, collaboration and exploration rather than instruction and compliance [12].

Choosing the right setting

The setting in which yoga is offered also has a significant impact. In schools, practitioners may encounter large groups, limited space, varying levels of enthusiasm and competing educational priorities [13]. The language used becomes particularly important. Terms familiar within traditional yoga settings may be less accessible or even alienating to some young people. Many practitioners have found that framing practices in terms of concentration, performance, stress management, sleep, recovery or self‑regulation can increase engagement without losing the essence of the practice [14].

Healthcare settings present a different set of considerations. Young people referred through mental health services may be experiencing anxiety disorders, depression, trauma, eating difficulties, neurodevelopmental differences or complex family circumstances [15]. Here, yoga may form part of a broader multidisciplinary approach. Practitioners need an understanding of professional boundaries, safeguarding responsibilities, referral pathways and the potential impact of mental health difficulties on participation [16]. In such contexts, flexibility is often more important than adherence to any particular sequence or tradition [17].

Trauma awareness has become increasingly important across all settings. While yoga is often described as supportive for wellbeing, practitioners must recognise that certain experiences can evoke discomfort or distress. Practices involving prolonged stillness, closing the eyes, physical adjustments or intense breathwork may not be appropriate for every participant [18]. Trauma‑informed approaches typically prioritise choice, predictability, safety and autonomy, allowing young people to remain in control of their own experience [19].

Importance of inclusion

Another important consideration is inclusion. Young people come with diverse cultural backgrounds, beliefs, physical abilities and lived experiences. Some may embrace yoga enthusiastically, while others may have concerns based on religious, cultural or personal perceptions [20]. Inclusive practice requires sensitivity, openness and a willingness to adapt. The aim is not to persuade young people to adopt a particular philosophy but to provide practical tools that may support their wellbeing [21].

The increasing prevalence of neurodivergence within educational and clinical settings also highlights the need for adaptation. Young people with autism, ADHD or sensory processing differences may experience practices in unique ways [22]. Some may benefit from movement and structure, while others may find certain sensory experiences overwhelming. Effective practitioners develop the capacity to observe, listen and respond to individual needs rather than relying on a one‑size‑fits‑all approach [23].

Neurodivergence within educational and clinical settings

Outcomes and relationship

The question of outcomes is another area of growing interest. Schools, healthcare organisations and commissioners increasingly seek evidence of effectiveness [24]. While research into yoga for young people continues to develop, measuring outcomes remains complex. Improvements may be observed in emotional regulation, self‑awareness, sleep, concentration, confidence or relationships [25]. Yet many of these changes are difficult to capture through standardised measures alone. Combining quantitative and qualitative approaches may provide a richer understanding of impact [26].

Perhaps the most important consideration is the role of relationship. Across educational, therapeutic and community settings, young people consistently report that feeling seen, heard and respected matters deeply [27]. Techniques and practices are important, but they are delivered within a relational context. The quality of the interaction between practitioner and participant may be as significant as the specific practices being taught [28].

Key Competencies for Practitioners Working with Young People

• Safeguarding Awareness: Practitioners should understand safeguarding responsibilities, including recognising signs of distress, reporting procedures and maintaining appropriate professional boundaries [32]. Young people may disclose information during or after sessions, making safeguarding knowledge essential. 
• Understanding Child and Adolescent Development: Knowledge of physical, emotional, cognitive and social development helps practitioners adapt practices appropriately [33]. Expectations, communication style and programme design should reflect developmental stage rather than chronological age alone.
• Trauma‑Informed Practice: Many young people have experienced adversity, loss, neglect, bullying, family disruption or traumatic events [34]. Trauma‑informed approaches emphasise safety, choice, collaboration and empowerment [35]. Practitioners benefit from understanding how stress and trauma may influence behaviour, attention, participation and emotional regulation [36].
• Working with Neurodiversity: Increasing numbers of young people are identified as autistic, ADHD or otherwise neurodivergent [37]. Practitioners should adapt language, sensory input, pacing and expectations to accommodate different ways of processing information [38].
• Communication Skills: Young people respond best when they feel respected rather than managed [39]. Effective practitioners communicate clearly, authentically and without unnecessary jargon. Listening skills are often as important as teaching skills [40].
• Cultural Sensitivity and Inclusion: Practitioners should recognise the diversity of beliefs, identities and lived experiences present within any group [41]. Inclusive approaches create space for participation without requiring young people to adopt particular cultural, spiritual or philosophical viewpoints [42].
• Collaboration with Other Professionals: In schools, healthcare and community settings, yoga practitioners may work alongside teachers, psychologists, counsellors, social workers, occupational therapists and healthcare professionals [43]. Effective communication within multidisciplinary teams enhances outcomes and continuity of care [44].
• Outcome Evaluation: Organisations increasingly require evidence of impact [45]. Practitioners benefit from understanding basic evaluation methods, including participant feedback, reflective practice, outcome measures and programme review [46].
• Reflective Practice: Working with young people can be both rewarding and demanding. Regular reflection, supervision and continuing professional development enable practitioners to maintain professional standards while refining their approach [47].

Final thoughts

Ultimately, competence in working with young people extends beyond the delivery of yoga techniques. It involves creating environments in which young people feel safe, respected, engaged and empowered to explore their own wellbeing [48]. In this sense, the practitioner’s knowledge, self‑awareness and relational skills become as important as the practices they teach.

As yoga continues to find a place within services supporting children and adolescents, there is an opportunity to develop approaches that are evidence‑informed, developmentally appropriate and responsive to the realities of young people’s lives [29]. This requires practitioners to move beyond the assumption that children are simply smaller adults and instead cultivate a nuanced understanding of the unique challenges and opportunities involved in working with younger populations [30].

The future of yoga for young people may ultimately depend not on preserving traditional formats, but on our willingness to listen carefully to the needs, experiences and voices of the young people themselves [31].

We hope this article was helpful. For more information from Teen Yoga Foundation, please visit their CPD Member Directory page. Alternatively, you can go to the CPD Industry Hubs for more articles, courses and events relevant to your Continuing Professional Development requirements.

References

1. Birdee, G.S. et al. (2019). Yoga for children and young people. Children, 6(2). https://doi.org/10.3390/children6020023
2. American Academy of Pediatrics. (2021). Yoga and mindfulness for children. https://www.aap.org
3. NHS Digital. (2023). Mental health of children and young people in England. https://digital.nhs.uk
4. UNICEF (2021). The State of the World’s Children: On My Mind. https://www.unicef.org
5. Porges, S. (2011). The Polyvagal Theory. Norton.
6. van der Kolk, B. (2014). The Body Keeps the Score. Penguin.
7. NICE Guidelines: Social, emotional and mental wellbeing in schools. https://www.nice.org.uk
8. Khalsa, S.B.S. (2016). Yoga in school settings. International Journal of Yoga Therapy.
9. MindEd (UK). Practitioner guidance. https://www.minded.org.uk
10. Sawyer, S.M. et al. (2018). The age of adolescence. The Lancet Child & Adolescent Health.
11. YoungMinds (2022). Authentic engagement with young people. https://www.youngminds.org.uk
12. CASEL (Collaborative for Academic, Social, and Emotional Learning). https://casel.org
13. Public Health England (2021). Whole School Approach to Mental Health.
14. Harvard Health Publishing. Yoga for stress and concentration. https://www.health.harvard.edu
15. NHS CAMHS. https://www.nhs.uk
16. British Psychological Society. Safeguarding guidance. https://www.bps.org.uk
17. Mental Health Foundation. Flexible wellbeing interventions. https://www.mentalhealth.org.uk 
18. Trauma Research Foundation. https://www.traumaresearchfoundation.org
19. SAMHSA (US). Trauma‑Informed Care Framework. https://www.samhsa.gov
20. Pew Research Center. Youth cultural diversity. https://www.pewresearch.org
21. WHO. Youth wellbeing frameworks. https://www.who.int
22. National Autistic Society (UK). https://www.autism.org.uk
23. ADHD Foundation (UK). https://www.adhdfoundation.org.uk
24. Education Endowment Foundation. https://educationendowmentfoundation.org.uk
25. Butzer, B. et al. (2017). Yoga for youth wellbeing. Frontiers in Psychology.
26. Child Outcomes Research Consortium (CORC). https://www.corc.uk.net
27. Search Institute. Developmental relationships framework. https://www.searchinstitute.org
28. Rogers, C. (1957). The necessary and sufficient conditions of therapeutic change.
29. OECD Youth Wellbeing Report. https://www.oecd.org
30. UNICEF Office of Research. https://www.unicef-irc.org
31. UK Youth. Youth voice and participation. https://www.ukyouth.org
32. NSPCC Safeguarding Standards. https://www.nspcc.org.uk
33. Piaget, J. (1972). Developmental psychology.
34. ACEs Study (CDC‑Kaiser). https://www.cdc.gov
35. Trauma‑Informed Schools UK. https://www.tisuk.org
36. Perry, B.D. (2006). The neurosequential model.
37. NICE Guidelines: Autism and ADHD in children. https://www.nice.org.uk
38. Autism Education Trust. https://www.autismeducationtrust.org.uk 
39. Youth Work Principles (UK). https://www.nya.org.uk
40. CASEL Communication Competencies. https://casel.org
41. UNESCO Inclusive Education. https://www.unesco.org
42. Interfaith Youth Core. https://ifyc.org
43. NHS Integrated Care Systems. https://www.england.nhs.uk
44. Royal College of Psychiatrists. Multidisciplinary practice. https://www.rcpsych.ac.uk
45. EEF Evaluation Toolkit. https://educationendowmentfoundation.org.uk
46. CORC Outcome Measurement Guidance. https://www.corc.uk.net
47. HCPC CPD Standards. https://www.hcpc-uk.org
48. Search Institute. Developmental relationships. https://www.searchinstitute.org

CPD Provider

Teen Yoga Foundation

CPD Provider No: 22540

A lot of young people say they don’t know how to cope. Yoga helps. Yoga provides simple techniques to reduce stress and increase calm in all situations. This changes everything. Yoga empowers the young to manage their lives, and engage more fully. This changes their world, especially for those without other support systems. TYF is a charity promoting the well-being of young people through the practice of yoga in schools & beyond. We provide trainings, events & classes.