This informal CPD article ‘Evidence-Informed Practice in Yoga for Children and Young People’ was provided by Teen Yoga Foundation, a charity promoting the well-being of young people through the practice of yoga in schools & beyond through trainings, events & classes.
Interest in yoga as a supportive approach for children and young people's wellbeing has grown considerably over the past two decades. Increasingly, yoga is being incorporated into schools, healthcare services, community organisations and youth programmes as professionals seek practical, body-based approaches that complement existing educational and therapeutic interventions. Alongside this expansion has come a growing recognition that working with children and adolescents requires specialist knowledge, skills and professional judgement. Delivering yoga to young people is not simply a matter of adapting adult classes; it requires an understanding of development, safeguarding, inclusion and the wider contexts in which young people live and learn.
Yoga as supportive approach for young people
Children and adolescents today face a range of challenges that differ significantly from previous generations. Rising levels of anxiety, emotional distress, loneliness and school avoidance have highlighted the importance of interventions that support emotional regulation, resilience and wellbeing. At the same time, research across psychology, neuroscience and mental health increasingly recognises the important relationship between the body and emotional health, with body-based approaches receiving growing attention as part of holistic models of care (1–4).
Yoga offers one such approach. Through carefully adapted movement, breathing practices, relaxation and opportunities for self-awareness, young people can begin to recognise physical sensations, understand emotional responses and develop strategies for self-regulation. However, the effectiveness of these practices depends not only on what is taught, but on how they are delivered and the environment in which they take place.
Developmental understanding
Developmental understanding is fundamental. Children and adolescents differ considerably in their cognitive, emotional and social development, meaning that language, expectations and teaching approaches should always be adapted to the age, maturity and individual needs of participants. Practices that engage younger children may be experienced very differently by older adolescents, who often value autonomy, authenticity and collaboration over instruction alone (5).
Context also shapes practice. In educational settings, practitioners frequently work within limited timeframes, varying levels of engagement and busy school environments. Accessible language that emphasises concentration, emotional regulation, recovery or wellbeing may encourage participation while remaining true to the underlying principles of yoga. Within healthcare and community settings, practitioners may be supporting young people experiencing anxiety, depression, trauma, neurodevelopmental differences or long-term health conditions. In these environments, understanding professional boundaries, safeguarding responsibilities and multidisciplinary working becomes essential (6,7).
Trauma-informed practice
Another important development has been the increasing emphasis on trauma-informed practice. While yoga has the potential to support wellbeing, practitioners should recognise that certain experiences—including prolonged stillness, closed-eye practices or physical adjustments—may feel uncomfortable or overwhelming for some individuals. Contemporary trauma-informed approaches therefore prioritise psychological safety, choice, predictability and personal agency, allowing each young person to engage at their own pace (8).
Inclusive practice
Equally important is the commitment to inclusive practice. Every group of young people brings a diversity of backgrounds, beliefs, identities and lived experiences. Increasing awareness of autism, ADHD and sensory processing differences further reinforces the need for flexible teaching approaches that respond to individuals rather than applying standardised programmes. Inclusion is not simply about adapting activities; it is about creating environments in which every young person feels respected, safe and able to participate in ways that work for them (9).
Benefits of evidence-informed practice
As yoga becomes more widely integrated into education and healthcare, organisations increasingly seek evidence that programmes are safe, effective and professionally delivered. Although research continues to evolve, systematic reviews suggest promising outcomes for emotional wellbeing, perceived stress, attention and self-regulation. Equally important are qualitative findings that highlight young people's experiences of feeling calmer, more confident and better able to manage everyday challenges (1,2,10). Continued research will further strengthen understanding of where and how yoga can make the greatest contribution.
Ultimately, effective practice depends not simply on techniques but on relationships. Across educational, healthcare and community settings, young people consistently identify feeling listened to, respected and psychologically safe as fundamental to positive engagement. The practitioner's presence, communication skills and ability to build trusting relationships are therefore as important as the practices themselves (11).
As the field continues to develop, evidence-informed practice offers an opportunity to integrate the wisdom of yoga with contemporary knowledge from education, psychology and healthcare. By combining professional competence with compassion, adaptability and reflective practice, practitioners can help create environments in which children and young people are supported to develop greater self-awareness, resilience and wellbeing.
Core Professional Competencies
Professionals working with children and young people through yoga should demonstrate competencies that extend beyond yoga teaching alone. These include:
- Safeguarding and professional boundaries
- Child and adolescent development
- Trauma-informed practice
- Neurodiversity and inclusive approaches
- Effective communication and therapeutic relationship skills
- Cultural awareness and ethical practice
- Collaborative working within multidisciplinary settings
- Reflective practice and continuing professional development
- Evaluation of outcomes and evidence-informed decision-making
These competencies help ensure that yoga is delivered safely, ethically and effectively across educational, healthcare and community environments, while meeting the evolving needs of children, young people and the professionals who support them.
We hope this article was helpful. For more information from Teen Yoga Foundation, please visit their CPD Member Directory page. Alternatively, you can go to the CPD Industry Hubs for more articles, courses and events relevant to your Continuing Professional Development requirements.
References
- Khalsa SBS, Butzer B. Yoga in school settings: A research review. Ann N Y Acad Sci. 2016.
- Serwacki ML, Cook-Cottone C. Yoga in the Schools: A Systematic Review of the Literature. Int J Yoga. 2012.
- World Health Organization. Guideline on Mental Health Promotive and Preventive Interventions for Adolescents. 2020.
- National Institute for Health and Care Excellence (NICE). Depression in Children and Young People (NG134). 2019.
- Steinberg L. Adolescence. 12th ed.
- CASEL. Framework for Social and Emotional Learning. 2020.
- Public Health England. Promoting Children and Young People's Emotional Health and Wellbeing. 2021.
- van der Kolk B. The Body Keeps the Score. 2014.
- Porges SW. The Pocket Guide to Polyvagal Theory. 2017.
- Cramer H, et al. Yoga for anxiety and mental health: A systematic review. Depression and Anxiety. 2018.
- Rogers CR. On Becoming a Person. 1961.
