Sumner Amy L, Cartwright Tina, Ballieux Haiko, Edginton Trudi
University of Westminster, London, UK.
City University of London, London, UK.
Br J Health Psychol. 2025 May;30(2):e12793. doi: 10.1111/bjhp.12793.
With raising rates of mental health problems, mind-body interventions are increasingly being integrated in schools to support children and adolescents' mental health and well-being. The aim of this study was to explore young adolescents' experiences of yoga and mindfulness and the acceptability of delivery within the school curriculum in an area of high deprivation.
Qualitative group interviews with young adolescents embedded within a larger feasibility study exploring the universal (class-wide) delivery of yoga and mindfulness interventions.
After participation in separate 10-week yoga or mindfulness interventions, 45 adolescents (12-13 years old; 66.7% male) took part in semi-structured group interviews exploring perceptions, acceptability, and experiences of each intervention. Data was analysed using inductive thematic analysis.
Two overarching themes were identified, evident across both mindfulness and yoga groups. "Facilitators and barriers to engagement" outlined key factors impacting acceptability, including prior perceptions. Teacher qualities of non-reactivity and respect, an invitational approach to teaching, and interactive sessions were highly valued. Secondly, participants described a range of "psychosocial impacts", including increased emotional regulation, positive mindset and self-confidence, and greater focus and concentration. Physical benefits were also reported in the yoga group.
This is the first study to explore the acceptability and impact of universal yoga and mindfulness interventions with an ethnically diverse sample of disadvantaged young adolescents in the United Kingdom. The findings suggest mind-body interventions can help children and adolescents develop skills to better manage challenges in their everyday lives, but they require further integration into the curriculum for optimal benefit.
随着心理健康问题发生率的上升，身心干预越来越多地被纳入学校，以支持儿童和青少年的心理健康与幸福。本研究的目的是探讨青少年对瑜伽和正念的体验，以及在一个高贫困地区的学校课程中开展这些活动的可接受性。
在一项更大规模的可行性研究中，对青少年进行定性小组访谈，该研究探索瑜伽和正念干预的普遍（全班范围）实施情况。
在分别参与为期10周的瑜伽或正念干预后，45名青少年（12 - 13岁；66.7%为男性）参加了半结构化小组访谈，探讨对每种干预的看法、可接受性和体验。数据采用归纳主题分析法进行分析。
确定了两个总体主题，在正念组和瑜伽组中都很明显。“参与的促进因素和障碍”概述了影响可接受性的关键因素，包括先前的看法。教师的非反应性和尊重的品质、邀请式教学方法以及互动环节受到高度重视。其次，参与者描述了一系列“心理社会影响”，包括情绪调节能力增强、积极心态和自信心提高，以及注意力和专注力增强。瑜伽组还报告了身体方面的益处。
这是第一项在英国对弱势青少年的不同种族样本探索普遍瑜伽和正念干预的可接受性和影响的研究。研究结果表明，身心干预可以帮助儿童和青少年培养技能，以更好地应对日常生活中的挑战，但为了获得最佳效果，它们需要进一步融入课程。
