Yoga is used widely as a therapeutic tool for physical and mental well-being. However, greater understanding of the effect yoga may have on young people who require additional support for learning is warranted. Therefore, the aim of the present study was to assess the feasibility of delivering and evaluating an 8-week school-based yoga program targeted to children with additional support needs in a mainstream primary school. Data were collected from 11 pupils (aged 4-12) with additional support needs. The Behavior Rating Inventory of Executive Function and Strengths and Difficulties Questionnaire were completed pre- and postintervention by parents and the pupil's schoolteachers. Observation of the yoga class engagement was conducted at baseline, midway through, and at the end of the intervention. A visual adaptation of the Children's Feeling Scale was completed each week pre- and post-yoga class by each student. Qualitative measures, including a parent feedback questionnaire, interview with the yoga instructor, and focus group with the pupil support assistants, were undertaken. The program was delivered as planned. The yoga instructor, parents, and pupil support assistants found the program to be beneficial to the students and a feasible part of their school week. There were no significant differences pre- to postintervention in any scores of the Strengths and Difficulties Questionnaire or Behavior Rating Inventory of Executive Function. Some positive changes in mood were found, although effect sizes were small. This study demonstrates the feasibility of delivering a school-based yoga program for children with additional support needs, as well as a feasible evaluation approach. The overall experiences for pupils, pupil support assistants, and the yoga teacher were positive and suggest that wider implementation and evaluation of the school-based yoga program would be of value.
Keywords: additional support needs; children; neurodiversity; schools; yoga.