An Evaluation of Yoga and Meditation to Improve Attention, Hyperactivity, and Stress in High-School Students.

Problems with attention and stress are common in children and predict academic difficulties and other behavioral and emotional problems. Mind-body interventions such as yoga and meditation improve attention and reduce stress. In this study, we examined the impact of Hatha yoga on attention and stress in ninth graders. A total of 174 ninth graders from a Texas high school were enrolled in the study. Teachers assigned students to a yoga group (YG) or control group (CG) based on their class schedule. The YG participated in 25-min Hatha yoga classes twice weekly over 12 weeks ( = 123). The CG included 51 students. Student self-reports on measures of inattention and hyperactivity (the strengths and weaknesses of ADHD [attention-deficit/hyperactivity disorder] symptoms and normal behavior rating scale for ADHD) and stress (perceived stress scale) were obtained at baseline and at 12 weeks. There were no significant differences in baseline levels of inattention ( = 0.86), hyperactivity ( = 0.25), and perceived stress ( = 0.28) between the YG and CG. Regarding inattention scores, there was a significant interaction of group and time ( = -1.09, standard error [SE] = 0.30,  < 0.001). Pairwise -tests showed a significant reduction in inattention for the YG ( = 0.27) but a significant increase in inattention for the CG. Regarding hyperactivity, there was no significant interaction of group and time ( = -0.43, SE = 0.26,  = 0.1). Pairwise -tests demonstrated a significant reduction in hyperactivity for the YG ( = 0.22), but not the CG. The interaction of group and time was not significant in predicting the slope of change in perceived distress ( = -0.93, SE = 1.19,  = 0.43). Pairwise -tests did not show a significant reduction in perceived distress for either group. These findings suggest that Hatha yoga may improve attention and hyperactivity in high school students.