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The Dysregulated and Disengaged Student: 

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The Dysregulated and Disengaged Student: 

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"Risk and and disorder commonly co-occur with ineffective self-regulation and care within the internal systems" (pg 28). These risks and disorders can be made worse through negative influences in a student's external systems.

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Yoga and mindfulness programs in schools can fit into the same 3 tier that academic instruction and inventions fit into. Tier 1 promotes self-regulation and care and intentional, reflective engagement. Tier 2 facilitates these skills and Tier 3 assesses and supports students as they apply these skills.

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The Related Risks, Challenges and Disorders:

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The Related Risks, Challenges and Disorders:

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--Attention and Impulsivity
--Anxiety
--PTSD
--Mood Disorders and Suicidality
--School disengagement and Dropout
--Bullying and Violence
--Oppositional Defiant and Conduct Disorders
--Eating Disorders and Obesity
--Sedentary Behavior
--Self-Harm
--Substance Abuse
--Engagement in Risky Behavior
Mindfulness and Yoga can be helpful in the prevention and treatment of all of these risks, challenges, and disorders

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Mechanisms of Mindfulness and Yoga in Schools

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Mechanisms of Mindfulness and Yoga in Schools

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Positive, Embodied Practice: Students can develop positive thought patterns and habits by regularly engaging in positive mindfulness practices
Grit and Perseverance: Yoga and mindfulness provide active practice in grit and perseverance which can than transfer to how a student approaches other challenges
Growth Mindset: Students have tangible experience of growing and changing when they participate in yoga and mindfulness practices.

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MINDFUL EMBODIMENT
1. Worth: I am worth the effort
2. Breath: My breath is my most powerful tool
3. Awareness: I am mindfully aware
4. Presence: I work toward presence in my physical body
5. Feeling: I feel my emotions in order to grow and learn
EMBODIED SELF-REGULATION
6. Inquiry: I ask questions about my physical experiences, feelings, and thoughts
7. Choice: I choose my focus and actions
8. Self-Determination: I do the work
9. Sustainability: I find balance between effort and rest
MINDFUL GROWTH
10. Compassion: I honor efforts to grow and learn
11. Kindness: I am kind to myself and others
12. Possibility: I work toward the possibility of effectiveness and growth in my life

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Addressing Diversity and Inclusion: All students should feel welcome and safe when they participate in yoga and mindfulness practice. Necessary adaptations and modifications should be made to make sure this happens.
Who Can Teach Yoga and Mindfulness in Schools?: "Anyone can teach yoga and mindfulness given the appropriate training, active practice, and correct teaching credentials for [their] school district and state." (pg 61)
The Mindfulness and Yoga teacher as a Practitioner": Teachers of mindfulness and yoga should engage in regular, formal practice similar to what they would hope of their students.

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Students' challenges outside of school impact their ability to participate and perform inside the school

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Students' challenges outside of school impact their ability to participate and perform inside the school

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The MY-SEL model gives a framework that helps us understand why trauma has such large impacts on a students' behavior in the classroom. When a student is facing challenges in her family or community, it will affect how she approaches and takes part in the learning offered to her at school.

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Brains can be impacted negatively by trauma as well as positively by safe relationships, social-emotional instruction, yoga, and mindfulness practice

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Brains can be impacted negatively by trauma as well as positively by safe relationships, social-emotional instruction, yoga, and mindfulness practice

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We know the brain is literally shaped by the experiences and thought patterns people have. We've learned how the body responds to trauma and stress and how that hinders a student's ability to concentrate, regulate their emotions, store information, and relate to others. The 3 tier model presented in chapter 2 gives a process for meeting the needs of all students whether they are in a loving, supportive environment or if they are in a state of continual stress. Give intensive intervention, even students' brains who have been shaped by chronic stress can experience a healing of their brain of sorts when they participate in mindfulness and yoga practice.

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Education has been a top-down process throughout all its changes in purposes and goals. In its early years, education was designed to create and effective work and military force as well as to teach "correct" political practice. Later, it sought to build character and instill values that would shape responsible citizens. Today, we need education that produces students who are capable or academic solutions but can also manage personal, social and civic collaboration.

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Social Emotional Learning, Service Learning, and Contemplative Education

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Social Emotional Learning, Service Learning, and Contemplative Education

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Social and emotional learning programs typically include goals of developing the capacity to form close and secure relationships and developing specific relationship skills. They have been shown to "promote youth development, reduce negative behaviors, and increase social-emotional competence" (pg 9)
Service Learning: This integrates community service with academics. It is expected to develop higher order thinking, cultural awareness, and academic motivation.
Contemplative Education: This requires students to practice to control over physical and mental activities which helps to create awareness. Yoga and Mindfulness fall into this category.

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This model puts the learner at the center, negotiating the challenges and benefits from both the internal system (thoughts, feelings, and body) and external systems (family, school/community, and culture/society).
"The MY-SEL model holds that embodied experiences and practices are the facilitators of learning." (pg 16) Mindful/yoga practices help develop self-regulation and care as well as internal, reflective engagement with the goals being tools for learning, self-architecture and creative problem solving.

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Yoga and mindfulness can impact how the student responds to both internal and external system qualities. In the case of trauma, yoga and mindfulness give students tools to manage their stress and deal with the effects of the trauma they are experiencing. They can also negotiate the external systems in a way that facilitates learning and creativity.