From classroom displays to children’s literature and more. This is the place to find our Positive Education resources that aren’t specific to one particular topic.

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We’ve created a free PEEC resource: A Peek at My Day. We hope it helps facilitate dialogue and reflection, to aid and support the wellbeing of your students. Parents and teachers alike might also find this to be a helpful conversation starter with their young ones. 

Enjoy these playlists created for Primary and Secondary.

These printable posters are designed for display in your classroom, office areas or school hallways. Featuring famous quotes from literature and from variety of people, they are designed to act as a prompt for further thought and an inspiration for all who read them.

We have written lessons for ‘special days’ throughout the year.

The lessons for special days can be used to focus on a theme related to Positive Education as part of a nationally or internationally recognised day such as World Mental Health Day.

Do you have a special day you need some lessons for? Let us know!

We have filmed some read-aloud versions of some of our favourite Positive Education picture books.

Please note: these recordings will only be available during the COVID-19 pandemic, due to copyright restrictions.

Our PEEC at Home resources are designed to strengthen home-school connections, and to enhance parents’ and guardians’ awareness and understanding of Positive Education.

Teachers might like to use these resources as:

• optional homework activities,
• part of an ongoing student project, or
• activities to enhance their own family’s wellbeing.

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These printable activities are self-explanatory, making them an ideal independent activity for students to use at home. In addition, each of these resources contains a short summary of relevant wellbeing research for the benefit of parents and guardians.

A suggested age range is provided for each activity.

As always, our PEEC resources can be adapted to suit your context.

Brain breaks are designed to enhance positive relationships and generate positive emotions.

In addition to our popular brain breaks pocketbooks, we have developed a range of new brain break resources that are exclusively available for our PEEC Community.

If you’d like to know more about the science behind brain breaks, scroll down to read more about the research and benefits.

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A number of our popular ‘solo’ brain breaks are now available as a set of printable posters. Display these in your classroom to enhance the autonomy of your students by supporting their engagement in quiet, discreet brain breaks that help them self-regulate.

Our animated brain breaks are a great way to introduce, demonstrate or run one of these activities in your classroom. Featuring institute-favourite ‘Nic the Stick’, these videos are bound to become a favourite with your students too!

Studies over the last 20 years have shown promising results, suggesting brain breaks have multiple benefits for student learning. These benefits include improved cognitive functioning, increased motivation and ability to sustain focus for academic work.

By providing students with a social and fun break in a lesson, there is an increased opportunity and a new context for strengthening student-student and teacher-student relationships. Brain breaks alter the classroom climate by introducing a new collective action. Such activities have been shown to increase students’ positive emotions and enjoyment within the classroom.

For all their many benefits, brain breaks only take up small amount of lesson time yet the benefits are immediately apparent. We’ve summarised the science behind some of these benefits below.

The Benefits of Movement
There are many benefits related to the physical aspects involved in some of our brain breaks. Research shows that periodical physical activity breaks can enhance student learning and behaviour. Energiser activities can also increase blood flow and epinephrine levels among drowsy learners, and reduce student restlessness.

Movement can be an effective cognitive strategy that reinforces learning, enhances memory and retrieval, and improves students’ motivation and morale (Jensen, 2005). When we exercise, we’re causing the brain to fire signals along the same network of cells involved in cognitive functions, which solidifies their connections.

Building Rapport and Co-Regulation
Teachers play a pivotal role in establishing a positive classroom environment that contributes to students’ social, emotional and academic growth.

As teachers, we are acutely aware of the importance of developing constructive student-teacher relationships. Studies have shown that forming strong and supportive relationships with students has a positive impact on their feelings of safety and security at school, and results in increased feelings of competence, positive connections with peers, and greater academic gains. However, teacher-student conflict in younger years can have a negative impact on student achievement up to seven years later.

Research shows that there are positive reciprocal links between teachers’ and students’ enjoyment, and that these links are mediated by teachers’ and students’ observations of each other’s classroom behaviours. Therefore, taking part in shared positive experiences, such as our escalating and positively priming brain breaks, can enhance positive connections between teachers and students.

Teachers also have an important role to play in co-regulating the class. Responsive brain breaks build upon relational interactions. Engaging students in short activities that develop teamwork, empathy and interaction also
support classroom behaviour systems. As leaders, teachers are constantly demonstrating how to handle stress and adversity. Responding to off-task cues by introducing brain breaks is an act of co-regulation that builds a classroom climate for learning.

Humour
Students feel they belong in school when teachers express involvement and warmth (Martin & Dowson, 2009) and using humour can be an effective way to facilitate this.

A number of our brain breaks utilise affiliative humour, which involves joking around and laughing with others or telling amusing stories in an effort to enhance relationships. This form of humour is positively correlated with high self-esteem, cheerfulness and psychological wellbeing, and negatively correlated with anxiety and depression.

Using humour in the classroom is an important way to produce a healthy classroom climate and to help teachers to connect with their students, which is essential for student learning and enjoyment. As such, the use of humour in educational settings can also be an effective classroom management tool, fostering student engagement, improving motivation, and encouraging on-task behaviours and academic success.

Our ability to think is highly dependent on our emotional state. This means eliciting positive emotions through enjoyable activities, games and humour can have a positive impact on student learning (Jensen, 2008). In addition, humour also helps teachers to deal with the inherent stressors of the profession.

Research in the field of psychology suggests that, for many adolescents, humour can serve as a coping style or a defence strategy to ease psychological distress and improve wellbeing. Therefore, using humour in the classroom as a coping mechanism may help students to handle feelings of stress. In addition, humour has been shown to have a measurable positive impact on one’s physical health.

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References

Baumeister, R.F. & Vohs, K.D. (2011). Handbook of self-regulation: Research, theory, and applications. New York: Guilford Press.

Beard, C. & Wilson, J. P. (2013). The Power of Experiential Learning: A Handbook for Education, Training and Coaching (3rd ed.). London: Kogan Page.

Berk, R. A. (2002). Humor as an instructional defibrillator: Evidence-based techniques in teaching and assessment. Sterling, Va: Stylus.

Brunzell, T. Stokes, H. & Waters, L. (2016). Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students. Contemporary School Psychology, 20(1), 63–83.

Erickson, S. J. & Feldstein, S. W. (2007). Adolescent humour and its relationship to coping, defence strategies, psychological distress, and well-being. Child Psychiatry and Human Development, 37(3), 255-271.

Frenzel, A. C., Becker-Kurz, B., Pekrun, R., Goetz, T. & Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5), 628-639.

Hamre, B.K. & Pianta, R.C. (2006). Student-teacher relationships. In G.C. Bear & K.M. Mink (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 59-71). Washington D.C.: National Association of School Psychologists.

Hamre, B.K. & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625-638.

Hamre, B.K., & Pianta, R.C. (2006). Student-Teacher Relationships. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 59-71). Washington, DC, US: National Association of School Psychologists.

Hamre, B.K., & Pianta, R.C. (2010). Classroom environments and developmental processes: conceptualization, measurement, & improvement. In J.L. Meece, J.S. Eccles (Eds.), Handbook of Research on Schools, Schooling and Human Development. Routledge: New York.

Harlin, R. P. (2008). What do you really know about learning and development? Journal of Research in Childhood Education, 23(1), 125-134.

Hattie J. (2009). Visible Learning: A synthesis of Over 800 Meta-Analysis Relating to Achievement. Routledge: London, UK.

Jennings, P.A. & Greenberg, M.T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), pp. 491-525.

Jensen, E. (2008). Brain-Based Learning: The New Paradigm of Teaching. Corwin Press: Thousand Oaks, CA.

Lovorn, M. (2009). Three easy ways to bring humour into the social studies classroom. The Leader, 23(1), 15–16, 20–21.

Martin R.A., Puhlik-Doris P., Larsen W., Gray J., Weir K. (2003). Individual differences in uses of humor and their relation to psychological well-being; development of the Humor Styles Questionnaire. Journal of Research in Personality, 37, 48–75.

Payne Bennett, M. & Lengacher, C. (2008). Humour and laughter may influence health: III. Laughter and health outcomes. eCAM, 5(1), 37–40.

Posnick-Goodwin, S. (2009). Laughter makes you smarter. California Educator, 13(4), 16–20.

Ratey, J.J. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Little Brown.

Savage, B.M., Lujan, H.L., Thipparthi, R.R. & DiCarlo, S.E. (2017). Humor, laughter, learning, and health! A brief review. Advances in Physiology Education, 41(3), 341-347.

Skinner, M.E. & Fowler, R.E. (2010). ALL JOKING ASIDE: Five Reasons to Use Humor in the Classroom. Education Digest, 76(2), 19-21.

Trost, S.G. (2007). Active education: Physical education, physical activity and academic performance. Active Living Research, Fall.

In addition to our popular Mindful Moments pocketbook, we have developed a range of new mindfulness resources that are exclusively available for our PEEC Community.

If you’d like to know more about the science behind mindfulness, scroll down to read more about the research and benefits.

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Mindful Colouring

Explore the research behind this practice and print our set of 30 mindful colouring pages that are suitable for all ages.

Mindful Eating

Encourage your students to engage the five senses in this guided mindful eating exercise.

Mindful Music

Enjoy these playlists designed to encourage a sense of peace and calm in your classrooms.

Mindful Walk Sound Map

This mindfulness-based activity asks students to draw a map of an area where they are going to engage in a mindful walk, and then to walk mindfully through this space, noting any sounds they hear.

Posters

We have created a range of printable mindfulness posters for use in your classroom. Display these in your classroom to enhance the autonomy of your students by supporting their engagement in quiet, discreet practices that help them self-regulate.

Our animated mindful moments are a great way to introduce, demonstrate or run one of these practices in your classroom. Featuring institute-favourite ‘Nic the Stick’, these videos are bound to become a favourite with your students too!

Mindfulness can be defined as paying attention to the present moment with intent and purpose.

The use of mindfulness-based interventions (MBIs) in schools is continuing to increase and there is an ever-growing body of research regarding their effectiveness. The research shows that practising mindfulness leads to
improved levels of wellbeing for both the teacher and the student.

One important commonality in the literature is the need for teachers to engage in their own personal mindfulness practices before attempting to teach mindfulness to their students.

In addition, researchers encourage teachers to educate their students regarding the impact of mindfulness on the brain. MBIs carried out with adults have resulted both behavioural changes and physical changes in the brain, after as little as two weeks.

Mindfulness is linked to a number of social, emotional, cognitive and behavioural wellbeing indicators in children and young people. Some of the most commonly reported benefits include:

• improved attention,
• increased levels of self-control and emotional regulation,
• promotion of pro-social behaviour,
• enhanced academic achievement, working memory and metacognition,
• decreased/ prevention of depression, suicidal ideation and thoughts of self-harm,
• reduced anxiety, and
• lowered stress levels.

It is by personally engaging in mindfulness practices that you can best discover their many benefits. After educating the parent, teacher and student communities about these benefits, you could then take the step of adopting a whole-school approach. By embedding mindfulness into your classrooms, you can help to create a flourishing school for all your practitioners.

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References:

Albrecht, N.J., Albrecht, P.M. & Cohen, M. (2012). Mindfully Teaching in the Classroom: a Literature Review. Australian Journal of Teacher Education, 37(12), 1-14.

Arthurson, K. (2015). Teaching Mindfulness to Year Sevens as Part of Health and Personal Development. Australian Journal of Teacher Education, 40(5), 26-40.

Bhayee, S., Tomaszewski, P., Lee, D.H., Moffat, G., Pino, L., Moreno, S. & Farb, N.A.S. (2016). Attentional and affective consequences of technology supported mindfulness training: A randomized, active control, efficacy trial. BMC Psychology, 4(60).

Bernay, R., Graham, E., Devcich, D., Rix, G. & Rubie-Davies, C. (2016). Pause, breathe, smile: a mixed-methods study of student well-being following participation in an eight-week, locally developed mindfulness program in three New Zealand schools. Advances in School Mental Health Promotion, 9(2), 90-106.

Black, D.S. & Fernando, R.J. (2014). Mindfulness Training and Classroom Behavior Among Lower-Income and Ethnic Minority Elementary School Children. Journal of Child Family Studies, 23(7), 1242-1246.

Briñol, P., Gascó, M. Petty, R.E. & Horcajo, J. (2013). Treating Thoughts as Material Objects Can Increase or Decrease Their Impact on Evaluation. Psychological Science, 24(1), 41-47.

Britton, W.B., Lepp, N.E., Niles, H.F., Rocha, T., Fisher, N.E. & Gold, J.S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, 52(3), 236-278.

Carsley, D., Heath, N.L. & Fajnerova, S. (2015). Effectiveness of a Classroom Mindfulness Coloring Activity for Test Anxiety in Children. Journal of Applied School Psychology, 31(3), 239-255.

Chadwick, J. & Gelbar, N.W. (2016). Mindfulness for Children in Public Schools: Current Research and Developmental Issues to Consider. International Journal of School & Educational Psychology. 4(2), 106-112.

Dariotis, J.K., Cluxton-Keller, F., Mirabal-Beltran, R., Gould, L.F., Greenberg, M.T. & Mendelson, T. (2016). “The Program Affects Me ‘Cause it Gives Away Stress”: Urban Students’ Qualitative Perspectives on Stress and a School-Based Mindful Yoga Intervention. Explore, 12(6), 443-450.

Doidge, N. (2015). The Brain’s Way of Healing. New York: Penguin Books.

Flook, L., Goldberg, S.B., Pinger, L. & Davidson, R.J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44-51.

Hwang, Y-K. Bartlett, B. Greben, M. & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64, 26-42.

Johnstone, J.M., Roake, C., Sheikh, I., Mole, A., Nigg, J.T. & Oken, B. (2016). School-based mindfulness intervention for stress reduction in adolescents: Design and methodology of an open-label, parallel group, randomized controlled trial. Contemporary Clinical Trials Communications, Dec, 99-104.

Kaunhoven, R.J. & Dorjee, D. (2017). How does mindfulness modulate self-regulation in pre-adolescent children? An integrative neurocognitive review. Neuroscience and Behavioral Reviews, 74(Pt A), 163-184.

Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Psychology, 14(7), 317-324.

Langer, A.I., Ulloa, V.G., Cangas, G.R., Rojas, G. & Krause, M. (2015). Mindfulness-based interventions in secondary education: a qualitative systematic review. Studies in Psychology, 36(3), 533-570.

Lomas, T., Medina, J.C., Ivtzan, I., Rupprecht, S. & Eiroa-Orosa, F.J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.

Lyubomirsky, S. (2007). The How of Happiness: A Scientific Approach to Getting the Life You Want. New York: Penguin Press.

Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C. (2014). The impact of mindfulness education on elementary school students: Evaluation of the Master Mind Program. Advances in School Mental Health Promotion, 7(3), 184–204.

Quach, D., Jastrowski, K.E. & Alexander, K. (2016). A Randomized Controlled Trial Examining the Effect of Mindfulness Meditation on Working Memory Capacity in Adolescents. Journal of Adolescent Health, 58(5), 489-496.

Renshaw, T.L. & Cook, C.R. (2017). Introduction to the special issue: mindfulness in the schools – historical roots, current status, and future directions. Psychology in the Schools, 54(1), 5-12.

Ricarte, J.J., Ros, L., Latorre, J.M. & Beltrán, M.T. (2015). Mindfulness-Based Intervention in a Rural Primary School: Effects on Attention, Concentration and Mood. International Journal of Cognitive Therapy, 8(3), 258-270.

Schonert-Reichl, K.A., Oberle, E., Lawlor, M.S., Abbott, D., Thomson, K., Oberlander, T.F. & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial. Developmental Psychology, 51(1), 52-66.

Sibinga, E.M., Webb, L., Ghazarian, S.R. & Ellen, J.M. (2015). School-Based Mindfulness Instruction: An RCT. Pediatrics, 137(1).

Vickery, C.E. & Dorjee, D. (2016). Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children. Frontiers in Psychology, 6, 2025.

Volanen, S.M., Lassander, M., Hankonen, N., Santalahti, P., Hintsanen, M., Simonsen, N., Raevuori, A., Mullola, S., Vahlberg, T., But, A. & Suominen, S. (2016). Healthy Learning Mind – A school-based mindfulness and relaxation program: A study protocol for a cluster randomized controlled trial. BMC Psychology, 4(1), 35.

Wisner, B. & Starzec, J. (2016). The Process of Personal Transformation for Adolescents Practicing Mindfulness Skills in an Alternative School Setting. Child and Adolescent Social Work Journal, 33(3), 245-257.

Zenner, C., Herrnleben-Kurz, S. & Walach, H. (2014). Mindfulness-based interventions in schools – a systematic review and meta-analysis. Frontiers in Psychology, 5, 603.

Want to enhance your understanding of Positive Education? We’ve created and collated a range of resources to deepen your understanding of the science of wellbeing. Our hope is that these resources give you the confidence you need in order to be able to teach the PEEC lessons, while also enhancing your wellbeing.

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A printable letter designed to help you provide your school community with information regarding your school’s implementation of Positive Education – specifically, PEEC.

We’ve collated a list of our ‘go-to’ research papers and books in order to help further your understanding of Positive Education.

Our newsletter excerpts summarise the science of wellbeing for each of the PEEC Enrichment Modules in just a few short paragraphs. You can cut-and-paste this information straight into your school newsletter or weekly class letter, to help parents and guardians feel connected with their child’s learning.

The suggested activities included in each excerpt have been written by one of our psychology researchers and are designed to enhance the wellbeing of the families within your school community.

New to Positive Education or need to refresh your memory? This handy collection of short definitions summarises everything from ACT to Wellbeing.

Below is a short description of our different yoga-based resources. Scroll down to read a summary of some of the research-based benefits of practising yoga in the classroom.

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Our downloadable yoga posters are designed for you to print and display in your classroom. Each poster includes some top tips for practising yoga with your class, as well as a description of each pose and suggested timings.

Designed to enhance positive relationships within the class and generate positive emotions, our yoga games are fun for all ages.

Although the study of classroom-based yoga is in its infancy, research to date shows that practising yoga has a number of benefits for school-aged children. Regular yoga practice can have a protective or preventive role in maintaining mental health and can also improve wellbeing.

It’s interesting to note that a number of studies cite the importance of seeing classroom-based yoga practices as complementary to social and emotional learning activities, rather than as a stand-alone programme. Therefore, it is our hope that using our yoga-based resources in conjunction with PEEC will further improve the wellbeing of the teachers and students within our PEEC Community.

Increased Emotional Regulation

Studies have shown that regularly engaging in yoga practices improves students’ ability to regulate their emotions. In fact, research suggests that mindful yoga practices are of greater benefit regarding emotional self-regulation than mindfulness practices alone.

It’s also interesting to note that students who are most at risk of self-regulation dysfunction may benefit the most from mindfulness-based yoga practices.

Reduced Stress and Anxiety

A systematic review of yoga interventions showed that students experience reduced anxiety after engaging in yoga. Research also suggests that yoga has a positive impact on students’ problematic responses to stress, such as repetitive negative thoughts and strong, intrusive emotions.

Enhanced Academic Achievement

Studies show that practising yoga improves students’ memory and attention; and alleviates academic stress, all of which lead to improved academic outcomes.

Greater Resilience

Research shows that yoga practice can develop students’ resilience due to improvements in their sense of control and self-efficacy with respect to stress and emotion.

Decreased Behavioural Problems

Results from a study that measured cortisol levels suggest that school-based yoga could aid students’ ability to manage stress and help to improve students’ behaviour.

One study found that regularly engaging in yoga resulted in decreased incidence of bullying among primary-aged children. Studies involving secondary-aged students show that regular yoga practices result in fewer absences and detentions.

Improved Physical Wellbeing

It comes as no surprise that studies have shown that practising yoga has a positive impact on students’ physical wellbeing. Engaging in regular yoga practices improves children’s strength, balance, flexibility, endurance and aerobic capacity.

Enhanced Teacher Wellbeing

Last, but certainly not least, engaging in yoga practices has a positive impact on teacher wellbeing. Studies show that regularly practising yoga results in improved mindfulness, positive mood and classroom management as well as lower blood pressure and levels of cortisol.

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References

Bazzano, A. N., Anderson, C. E., Hylton, C., & Gustat, J. (2018). Effect of mindfulness and yoga on quality of life for elementary school students and teachers: results of a randomized controlled school-based study. Psychology research and behavior management, 11, 81–89.

Bergen-Cico, D., Razza, R. & Timmins, A. Fostering Self-Regulation Through Curriculum Infusion of Mindful Yoga: A Pilot Study of Efficacy and Feasibility. Journal of Child and Family Studies, 24, 3448–3461.

Berger, D.L., Silver, E.J. & Stein, R.E. (2009). Effects of yoga on inner-city children’s well-being: a pilot study. Alternative Therapies in Health and Medicine, 15(5), 36-42.

Butzer, B., Day, D., Potts, A., Ryan, C., Coulombe, S., Davies, B., Weidknecht, K., Ebert, M., Flynn, L., & Khalsa, S. B. (2015). Effects of a classroom-based yoga intervention on cortisol and behavior in second- and third-grade students: a pilot study. Journal of evidence-based complementary & alternative medicine, 20(1), 41–49.

Centeio, E.E., Whalen, L., Thomas, E., Kulik, N. & McCaughtry, N. (2017). Using Yoga to Reduce Stress and Bullying Behaviors among Urban Youth. Health, 9, 409-424.

Conboy, L.A., Noggle, J.J., Frey, J.L., Kudesia, R.S. & Khalsa, S.B.S. (2013). Qualitative Evaluation of a High School Yoga Program: Feasibility and Perceived Benefits. Explore, 9(3), 171-180.

Daly L.A., Haden S.C., Hagins M., Papouchis N. & Ramirez, P.M. (2015). Yoga and Emotion Regulation in High School Students: A Randomized Controlled Trial. Evidence-Based Complementary and Alternative Medicine.

D’souza C. & Avadhany S.T. (2014). Effects of yoga training and detraining on physical performance measures in prepubertal children–a randomized trial. Indian Journal of Physiology and Pharmacology, 58(1), 61-68.

Folleto, J.C., Pereira, K.R.G., & Valentini, N.C. (2016). The effects of yoga practice in school physical education on children’s motor abilities and social behaviour. International Journal of Yoga, 9(2), 156-162.

Frank, J.L., Bose, B. & Schrobenhauser-Clonan, A. (2014). Effectiveness of a School-Based Yoga Program on Adolescent Mental Health, Stress Coping Strategies, and Attitudes Toward Violence: Findings From a High-Risk Sample. Journal of Applied School Psychology, 30(1), 29-49.

Frank, J.L., Kohler, K., Peal, A.& Bidyut, B. (2017). Effectiveness of a School-Based Yoga Program on Adolescent Mental Health and School Performance: Findings from a Randomized Controlled Trial. Mindfulness, 8, 544–553.

Hagins, M., Rundle, A. (2016). Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial. Mind, Brain and Education, 10(2), 105-116.

Khalsa, S.B.S., Hickey-Schultz, L., Cohen, D., Steiner, N. & Cope, S. (2012). Evaluation of the Mental Health Benefits of Yoga in a Secondary School: A Preliminary Randomized Controlled Trial. Journal of Behavioral Health Services & Research, 39,80–90.

Harris, A.R., Jennings, P.A., Katz, D.A. Abenavoli, R.M. & Greenberg, M.T. (2016). Promoting Stress Management and Wellbeing in Educators: Feasibility and Efficacy of a School-Based Yoga and Mindfulness Intervention. Mindfulness, 7, 143–154.

Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of abnormal child psychology, 38(7), 985–994.

Nanthakumar, C. (2018). The benefits of yoga in children. Journal of Integrative Medicine, 16(1), 14-19.

Noggle, J.J., Steiner, N. J., Minami, Takuya, Khalsa, S.B.S. (2012). Benefits of Yoga for Psychosocial Well-Being in a US High School Curriculum: A Preliminary Randomized Controlled Trial. Journal of Developmental & Behavioral Pediatrics, 33(3), 193-201.

Razza, R.A., Bergen-Cico, D. & Raymond, K. (2015). Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga. Journal of Child Family Studies, 24, 372–385.

Sarkissian, M., Trent, N.L., Huchting,., Singh Khalsa, S.B. (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.

Velásquez,A.M., López, M.A., Quiñonez, N. & Paba, D.P. (2015). Yoga for the prevention of depression, anxiety, and aggression and the promotion of socio-emotional competencies in school-aged children, An International Journal on Theory and Practice, 21(5-6).

Weaver, L. L., & Darragh, A. R. (2015). Systematic Review of Yoga Interventions for Anxiety Reduction Among Children and Adolescents. The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 69(6), 9.

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Disclaimer

Yoga provides great benefits, but only you know your own body and limits. Like any exercise, please consult your health care professional with any questions or concerns before starting any exercise program. When participating in any exercise or exercise program, there is the possibility of physical injury. Not all exercises on our website are suitable for all persons. The creators of PEEC, which includes all lessons, posters, videos, classes, programs, marketing materials, and all accompanying materials are not liable for any injury, accident, or health impairment befalling and viewer of these programs, or any individual utilising the techniques suggested in our posters, videos, lessons and resources. PEEC and The Institute of Positive Education are not licensed medical care providers and represent that it has no expertise in diagnosing, examining or treating medical conditions of any kind, or in determining the effect of any specific exercise on a medical condition. PEEC and The Institute of Positive Education make no representations or warranties with regards to the completeness of information on this website or any linked websites, classes, books, posters, videos or other products represented herein.