The American education system has been evolving for decades, trying to meet the needs of students and the entire society. It has been acknowledged that modern K-12 students have to endure a substantial degree of stress related to their academic, personal, or social areas (Cook-Cottone et al., 2019). The increasing attention to mental health led to the corresponding transformations in education as well. Educators and mental health professionals contributed considerably to the development of a wide range of programs aimed at improving the overall well-being of students in all areas of their life (Sarkissian et al., 2018). Mindfulness, self-reflection, and yoga are gaining momentum and becoming an integral part of the educational process (Cook-Cottone, 2017). In the 2000s, the inclusion of yoga and meditation as a method to address mental health concerns became a widely accepted strategy. Enhanced attention to this practice is rooted in the shift towards cultural awareness and equity that started in the 1960s (Cook-Cottone, 2017). Since then, various studies have been implemented, and a considerable bulk of research suggests that yoga programs have a positive impact on students’ well-being.
It is noteworthy that the incorporation of yoga and meditation into K-12 education is largely seen as a beneficial process with little to no criticism. Educators and mental health professionals agree that yoga training contributes to the sustainable development of children and adolescents, helping them to cope with diverse challenges they encounter in the modern world. For instance, yoga-based interventions can assist students in improving their mood and body image (Halliwell et al., 2018). Yoga and meditation are also beneficial for developing appropriate behavioral patterns in different settings (Sarkissian et al., 2018). Some concerns are related to the use of the spiritual and religious aspects of yoga in secular environments, but these fears are not persistent (Cook-Cottone et al., 2019). Therefore, yoga and meditation are now regarded as effective strategies to help students to grow and succeed academically and personally.
As far as yoga disadvantages are concerned, some may name injury threats, possible health issues under certain circumstances, and similar aspects. However, all these are not relevant if yoga classes are managed by professionals with specific plans adjusted to the age groups they have in their classes (Cook-Cottone, 2017). The only drawback (if it can be referred to that way) is the considerable investment of time. Although even brief interventions have proved their effectiveness and positive influences on students, such practices should be held on a regular basis (Clarke et al., 2021). Some students may need more time to develop mindfulness skills and learn how to meditate. Therefore, these programs require certain funding and effort on behalf of educators, mental health specialists, social workers, and administration.
As far as the prospects of further integration of yoga and meditation into the education system are concerned, it is likely to continue and intensify. Some of the areas for further investigation and exploration include particular effects on students of different ages, genders, and cultural backgrounds, as well as specific practices and ways to incorporate yoga and meditation into the curriculum. Quite little data is available on other the attitudes and perspectives of such stakeholders as parents or school administrators. At that, these people have a substantial influence on the way such programs are implemented and such classes are attended. Finally, the long-term effects of the incorporation of yoga/meditation programs are not explored in detail thus far. However, the analysis of long-term effects can be instrumental in identifying the effectiveness of these programs in terms of the purpose of schooling.
Advantages and Disadvantages for Different Groups
As mentioned above, yoga and meditation have a considerable positive effect on the wellbeing of children and adolescents, irrespective of their demographic peculiarities. The major and most pronounced benefits for students of all backgrounds include:
- the reduction of anxiety and stress symptoms;
- the improvement of attention span and memory;
- the improvement of balance, posture, and flexibility;
- positive effects on the cardiovascular system;
- the enhancement of weight control;
- the development of confidence;
- the development of appropriate behavioral patterns;
- the promotion of mindfulness;
- bringing peace of mind.
As far as the disadvantages for particular groups are concerned, no evidence regarding the matter is available. On the contrary, underprivileged groups benefit from participation even in brief yoga-based programs (Clarke et al., 2021). These groups build resilience and develop effective behavioral patterns to cope with issues they may face. The only issue related to certain negative aspects of yoga-based programs implementation is associated with equity or rather an inequity. Inner-city schools tend to have limited budgets, so students in disadvantaged communities have no or few programs that incorporate yoga and meditation.
Relating the Subject Matter to Literature Studied in the Course
The subject matter of this study is closely linked to the concept of the essence of education and its purpose. Dewey (2000) stresses that education is the ground for further development of each individual and society that consists of these individuals. Students acquire various skills and sound knowledge on diverse topics that help them understand the past, present, and future of their community and their country, as well as the entire humanity. The holistic approach to education is another important peculiarity of modern society (Dewey, 2000). Physical, mental, emotional, and academic components are seen as equally relevant, so attention is paid to all these domains. Yoga and meditation incorporation in schools can be seen as a result of the prevalence of such a holistic view on the development of a human and citizen.
Another important facet of education is considered by James Baldwin (n. d.) in his famous speech. Baldwin (n. d.) emphasizes that the primary role of education is associated with socialization, so one of the central educational goals is to teach students how to be members of a community where people collaborate with no bias and inequality. Although Baldwin (n. d.) concentrates on racial inequality issues, his address touches upon other important areas, such as individuals’ ability to fit in, skills to communicate, self-image, and confidence. Yoga interventions are instrumental in developing the skills and abilities mentioned above. Yoga and meditation help children and adolescents listen to their bodies and minds, understand themselves better, be patient and confident, as well as strong physically. Such incentives are specifically beneficial for people of color who still face different types of discrimination.
The incorporation of yoga and meditation in the K-12 curriculum is related to the topic of financing and budgeting. For instance, the article by Higgins (2018) can illustrate the challenges this incorporation can face. In Detroit, an alarming trend is emerging as some people try to question the basics of education and its purpose. In that city, additional funding of literacy classes can receive no funding as some individuals argue that being a good citizen does not require having literacy skills. This perspective can hinder the use of mediation and yoga in schools if people start thinking that mental health and students’ wellbeing are not the premises for becoming good citizens. Therefore, it is important to contribute to the discourse related to yoga and meditation, as well as mental health programs, so that policymakers and other stakeholders understand the benefits of this practice as a part of the curriculum.
The topic under study is also related to an important aspect discussed during the course, which is the curriculum. Hutchins (1974) stressed that the innovative approach to the curriculum was a key to the future of the entire system. This assumption and call to action contributed to the development of the current approach to education. Educators and administrators are ready to introduce new and effective strategies, and the incorporation of yoga/meditation is an illustration of this trend. At the same time, a lot of work is still ahead as many innovations related to curriculum face serious challenges (Arria, 2019). In many areas, people are unprepared for changes, and educators need to advocate for transformations.
Connections Between Yoga/Meditation Programs and the Purposes of Schooling
As mentioned above, the American education system has a set of goals and objectives to achieve. The primary purpose of schooling is to make a person prepared for further stages in their life (Dewey, 2000). Becoming a successful member of society presupposes the use of diverse skills and knowledge that is provided during childhood, adolescence, and young adulthood (college years) within the boundaries of formal education. Young people acquire specific academic skills, but education is not confined to this aspect exclusively. It has been acknowledged that schools are a perfect platform for helping younger generations to become citizens who are able to contribute to the growth of their nation.
In order to be capable of providing a substantial input, a person should have such an important skill as mindfulness that can be trained when meditating and doing yoga. Hence, by the inclusion of yoga and meditation in the curriculum, educators ensure that students obtain skills that are critical for successful functioning in this world (Cook-Cottone, 2017; Halliwell et al., 2018). Students become confident and more open-minded, changing their views and becoming prepared to collaborate with others. Mindfulness is one of the valuable skills necessary for successful interaction with others. Meditation helps in addressing existing or potential stress-related symptoms, so students have an opportunity to avoid various problems their peers have. Appropriate behavioral patterns and attitudes are also a result of yoga and meditation programs (Halliwell et al., 2018). Students who have yoga classes learn how to control emotions and communicate with others effectively, being understanding individuals and emphatic interlocutors. These skills are further refined during adulthood, making yoga and meditation in schools an important ground for further development.
In addition to the academic and social purposes of schooling, physical aspects cannot be underestimated. It has been acknowledged that students perform better when they are physically active, and their health status is appropriate (Cook-Cottone, 2017). Moreover, in order to be a good and responsible citizen, a person should maintain proper health. Yoga is a practice that involves the focus on both body and mind, so those practicing yoga have the necessary exercise and proper mood every day. Therefore, the incorporation of yoga and meditation into the curriculum assists in attaining educational goals and the overall purpose of schooling.
Personal Opinion on Yoga and Meditation in Schools
I started practicing yoga several years ago, although I had believed that it was not a perfect type of exercise for me. Yoga was a way to remain physically active, and I did not even think I would start meditating. Now, I meditate and do yoga on a regular basis, and these activities help me remain physically and mentally healthy. I started thinking of the benefits of yoga and meditation in schools some time ago. I knew some schools where this practice was in place, and people were satisfied with the results. However, I believe I had quite a limited understanding of the exact ways of yoga incorporation and potential outcomes back then.
The implemented research has equipped me with certain insights and enabled me to make some conclusions regarding the matter. I have a clear picture of the gaps existing in recent literature and what aspects need further examination. This course helped me gain more insights into the issue and pay attention to the areas that remain untouched. For example, I learned about different issues associated with budgeting and fund allocation. However, such stories as the one discussed by Higgins (2018) suggest that public schools have to face different problems when trying to obtain funding. Another valuable eye-opening experience is associated with materials and our discussions concerning the development and purposes of schooling. I gained many insights into this topic, which helped me understand the present U. S. education system and refine my teaching philosophy.
In conclusion, it is necessary to note that yoga and meditation in schools is the topic to be researched in terms of effective interventions, this practice’s outcomes, people’s attitudes, and equal access. It is acknowledged that meditation and yoga in schools contribute to students’ physical, mental, and academic growth, but practical aspects are yet to be introduced (budgeting, training, interventions, and so on). It is also noteworthy that this course shed light on important domains of the American education system, its purpose, its history, and the most burning issues.
References
Arria, M. (2019). California ethnic studies curriculum delayed after attack on its comparison of Israel to South Africa. Mondoweiss.
Baldwin, J. (2018). A talk to teachers. Zinn Education Project.
Clarke, R. D., Morris, S. L., Wagner, E. F., Spadola, C. E., Bursac, Z., Fava, N. M., & Hospital, M. (2021). Feasibility, acceptability and preliminary impact of mindfulness-based yoga among Hispanic/Latinx adolescents. Explore, in press, 1-7.
Cook-Cottone, C. P. (2017). Mindfulness and yoga in schools: A guide for teachers and practitioners. Springer Publishing Company.
Cook-Cottone, C. P., Childress, T., & Harper, J. C. (2019). Secularity: Guiding questions for inclusive yoga in schools.International Journal of Yoga Therapy, 29(1), 127-133.
Dewey, J. (2000). The school and society and the child and the curriculum. The University of Chicago Press.
Halliwell, E., Jarman, H., Tylka, T. L., & Slater, A. (2018). Evaluating the impact of a brief yoga intervention on preadolescents’ body image and mood. Body Image, 27, 196-201.
Higgins, L. (2018). Judge says there’s no fundamental right to learn to read and write. Detroit Free Press.
Hutchins, R. C. (1974). School options in Philadelphia: Their present and future. Educational Leadership, 32(2), 88-91.
Sarkissian, M., Trent, N., Huchting, K., & Singh Khalsa, S. (2018). Effects of a Kundalini yoga program on elementary and middle school students’ stress, affect, and resilience. Journal of Developmental & Behavioral Pediatrics, 39(3), 210-216.