NOTE: Approximately 8% of US children aged 5-17 years take prescription medication for mental health, according to the CDC. This includes antidepressants, though the exact percentage specifically on antidepressants is not explicitly stated in the provided search results. The CDC also reports that 14.9% of children in this age group received some form of mental health treatment in the past year, including counseling and medication. 

 -- NATIONAL CENTER FOR HEALTH STATISTICS

 Approximately 5.6% of all U.S. children aged 3-17 are currently taking medication for ADHD. This translates to about 3.4 million children. Additionally, roughly 44.4% of children with current ADHD received behavioral treatment in the past year.  

 -- CHADD

Today's students will be tomorrow's medical patients. According to Dr. Herbert Benson, Harvard, "60 - 90% of health issues are caused by stress and best treated or prevented by Mind Body (Meditation, Yoga, Tai Chi, Mindfulness & Chi Kung)." Dr. Benson's analysis was supported by a 20 year Kaiser Permenente study finding that 70% of illness is caused by stress. When the Founder of the Global Transformation Project contacted Dr. David Sobel at Kaiser to validate that study was done, Dr. Sobel said that number could go as high as 85%, depending on how you looked at the data. We are talking TRILLIONS in saved future health costs year after year after year. Study after study proves Mind Body Education K - 12th grade would arm students with stress management tools for life.

Attention Deficit and Hyper-Activity Disorder and Tai Chi and Qigong

Research at the University of Miami School of Medicine has shown that adolescents with ADHD (Attention Deficit and Hyperactivity Disorder) displayed less anxiety, daydreaming behaviors, inappropriate emotions and hyperactivity, and greater improved conduct, after a five week, two day per week class. T'ai Chi meets many of the criteria for mood management techniques recommended for ADD (see the Treating Attention Deficit Disorder [ADD] section earlier in this chapter).

[Hernandez-Reif, M., Field, T.M., & Thimas, E. (2001). Attention deficit hyperactivity disorder: benefits from Tai Chi. Journal of Bodywork & Movement Therapies, 5(2):120-3, 2001 Apr, 5(23 ref), 120-123.]

 Tai Chi May Improve Some ADHD Symptoms
May 26, 2010 (New Orleans, Louisiana) - The practice of tai chi chuan for 6 weeks during a summer camp improved behavior control in adolescents with mental illness, according to a study presented at the American Psychiatric Association (APA) 2010 Annual Meeting.

"We found beneficial effects in controlling hyperactivity in the group as a whole, and adolescents with a diagnosis of attention-deficit/hyperactivity disorder (ADHD) also showed improvements in cognitive skills, "said Peng Pang, MD, a resident in psychiatry at Maimonides Medical Center, Brooklyn, New York.

Read entire article
at: http://www.medscape.com/viewarticle/722490 

 In summary, a growing number of scientific studies suggest that yoga may enhance students’ mind-body awareness, self-regulation, and physical fitness which may, in turn, promote improved behavior, mental state, health, and performance (Butzer et al., 2016; Ferreira-Vorkapic et al., 2015; Khalsa & Butzer, 2016; MLERN, 2012; Serwacki & Cook-Cottone, 2012). 

-- YOGA 4 CLASSROOMS

 School age children / ADHD. Some studies suggest Tai Chi helps children with special needs, including those with ADHD, and to deal with anxiety and moods.
[Tai Chi and Yoga have common mind-body elements] A randomized control trial of yoga versus physical education by researchers at Harvard Medical School showed that high school students who practiced yoga had a better mood overall and felt less anxiety, while the typical gym class group showed a worsening of these symptoms over the course of the 10-week study.
--- Harvard Medical School Guide to Tai Chi. Page 274.
Read more at Harvard Health Publications 

Experiences of Second-Grade Primary School Children and Their Teachers in a Mind–Body Activity Program: A Descriptive Qualitative Study

Yaiza Lopez-Sierra 1, Sara Trapero-Asenjo 2,3,*, Isabel Rodríguez-Costa 2,3, Gonzalo Granero-Heredia 4, Yolanda Pérez-Martin 2,3, Susana Nunez-Nagy 2,3Editor: Manoj Sharma

PMCID: PMC11507156  PMID: 39451509 

Click here to see PubMed citation

 Objectives: This study explored the experiences of second-grade children and their teachers who participated in a mind–body program to understand its impact on their development. 

This study analyzed the impact of a combined program of mind–body interventions led by a physical therapist on second-grade primary school children and their teachers. The research identified specific challenges faced by the children, including difficulties with attention and concentration, heightened competitiveness, and a need for improved socialization. These observations helped tailor the program to address these particular needs.

The findings revealed significant positive outcomes from the intervention. Participants reported improvements in several key areas: self-regulation (children demonstrated enhanced ability to manage their emotions and behaviors); relaxation (the program facilitated better stress management and overall calmness); attention span (both children and teachers noted increased focus and concentration); stress reduction (participants experienced decreased anxiety and tension).

Furthermore, the program yielded benefits beyond individual well-being. It enhanced interpersonal relationships and social skills among the children, fostering a more positive classroom environment. Notably, the intervention generated feelings of joy and enjoyment, indicating its potential to make learning and personal development more engaging and fun for these students.

In summary, the study results suggest that the mind–body intervention program significantly contributed to the children’s emotional well-being and social skill development. These findings underscore the value of integrating such holistic approaches within the school setting. By addressing both cognitive and emotional aspects of child development, this type of intervention shows promise in creating a more supportive and effective learning environment. Future research and educational policies should consider the potential long-term benefits of incorporating similar programs into standard school curricula. The observed improvements in self-regulation, stress management, and social skills have broader implications for children’s overall health and well-being. Enhanced emotional regulation and stress reduction may contribute to better mental health outcomes, potentially reducing the risk of future psychological issues. Improved social skills and classroom dynamics could lead to a more positive school experience, potentially impacting academic performance and long-term educational outcomes.

Furthermore, the benefits of these interventions may extend beyond the individual child to impact family dynamics and broader social contexts. As children learn to better manage their emotions and stress, this could lead to more harmonious home environments and improved family relationships. On a societal level, early interventions that promote emotional well-being and social skills may contribute to creating more resilient and adaptable future generations, potentially reducing the burden on healthcare systems and improving overall community health.

Utilizing mind-body practices in public schools: teaching self-regulation skills and fostering resilience in our next generation

M Sprengel *, M Fritts

From International Research Congress on Integrative Medicine and Health 2012

Portland, Oregon, USA. 15-18 May 2012

Click here to see ResearchGate citation

Conclusion

School and classroom oriented programs that incorporate mind-body practices have demonstrated positive outcomes for well-being, resilience, academic performance, test scores, individual self-perception, self-regulation of negative behaviors, anxiety, stress, Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder, insomnia, anger/aggressive behaviors, and chronic pain conditions.

Perspectives on Early Childhood Psychology and Education  Volume 5 Issue 1  Article 10  January 2023   Mind Body Health Interventions in Preschoolers  Melissa Bray  Emily Winter  Aarti P. Bellara  Johanna deLeyer-Tiarks  Jessica Dirsmith 

Click here to see Perspectives on Early Childhood Psychology and Education citation

 Mind Body Health Interventions   in Preschoolers  Melissa Bray, Emily Winter, Aarti P. Bellara,   Johanna deLeyer-Tiarks, Jessica Dirsmith, Adeline Bray,   and Sai Aravala  Abstract  There are myriad of mind body health (MBH) interventions that  are effective for the preschool population. Supports may include,  yet are not limited to, journal expression, yoga, music therapy,  mindfulness, video self-modeling, and muscle relaxation. These  particular interventions have resulted in positive changes for  preschoolers with anxiety, depression, stress, and attention, as  well as various physical conditions. Benefits of these MBH interventions include being effective with respect to teacher time,  economically feasible, and are well-received by parents, teachers,  and preschoolers. 

Conclusion  There is no doubt that psychological and educational techniques from within the mind body health framework are beneficial  to students in preschool. There are myriad strategies available that  are non-intrusive and economically feasible with respect to time  and money. . Early intervention is important to the academic, social,  behavioral, and physical health development of this age group, argu ably more than others, especially so for those at risk. The mind body  framework also lends well to cross-disciplinary collaboration and a  whole child framework for service delivery. School psychologists and  other mental health professionals are well-suited to implement these  interventions that are transcendental in terms of  interdisciplinary  collaboration. 

Mind–Body Physical Activity Interventions and Stress-Related Physiological Markers in Educational Settings: 

Ildiko Strehli 1, Ryan D Burns 1, Yang Bai 1, Donna H Ziegenfuss 1, Martin E Block 2, Timothy A Brusseau 1,*

PMCID: PMC7795448  PMID: 33396730 

Click here to see PubMed citation

Across the reviewed studies, we found support for MBIs [Mind Body Interventions]  as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren. 

Educational settings provide numerous opportunities for the intention to introduce structured MBPAs [Mind Body Physical Activities] to enhance physical and mental health. 

Research implementing mindfulness-based interventions for the purpose of treating child and adolescent physical and mental health conditions is encouraging [70,76,77,78]. Results have revealed reduced symptoms of depression, anxiety, withdrawal, craving, chronic pain, and illness [70,76,77,78,79]. 

Psychological outcomes in educational settings have been extensively researched in terms of applying mindfulness [59,69,80,81,82,83,84,85]. Specifically, a systematic review and meta-analysis of 19 studies conducted from grades 1 to 12 revealed the increasing resilience to stress and cognitive performance [69]. 

Additionally, a recent meta-analysis of 33 RCTs found significant positive effects in children and adolescents’ cognition and mental health in the outcome categories of mindfulness, executive functioning, attention, depression, anxiety/stress, and negative behaviors [65]. 

Further, in a recent meta-review of 10 systematic reviews and meta-analysis of psychological school-based interventions to improve well-being and prevent mental illnesses, researchers suggested that mindfulness and yoga are effective practices [59]. 

 5. Conclusions

Stress is a societal burden; there is evidence that MBPA ameliorates stress, and relating research is growing. This review and meta-analysis are the first to demonstrate that MBPA interventions may positively impact specific physiological markers in students, especially within higher education. Young adults need to establish lifelong stress management and physical activity habits to promote well-being. Future research should include more rigorous methodology, including more studies with sufficient statistical power, study randomization, and appropriate control groups. Incorporation of MBPA within educational settings can improve the physical, mental, and emotional health of youth and young adults.

COMMENTARY NOTE FROM THE FOUNDER OF THE GLOBAL TRANSFORMATION PROJECT

A consistent pattern with Mind Body research of any type is that the conclusions "state the proven benefits of Mind Body" followed by the call for larger more rigorous studies (ie more expensive studies). THE PROBLEM; the NIH spends less that 1/2 of 1% of NIH funding to research Mind Body and alternative health practices, while research shows that Mind Body can address to potential 70% of illnesses caused by stress (70% of illness caused by stress according to a 20 year Kaiser Permenented study, and up to 90% of illness best treated or prevented by Mind Body practices; Yoga, Meditation, Mindfulness, Tai Chi, Chi Kung, according to analysis by Dr. Herber Benson of Harvard)

• Published: 01 January 2021
• Volume 5, pages 262–278, (2022)

  Provided by the Springer Nature SharedIt content-sharing initiative 

https://rdcu.be/evTvB 

Across the reviewed studies, we found support for MBIs [Mind Body Interventions] as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren. 

Notwithstanding the heterogeneity in terms of procedures, age range, and sample size, the studies reviewed seem to suggest some beneficial effects of school-based yoga and mindfulness programs. Although additional research is needed, especially regarding the long-term effects of mind–body interventions in school settings, if schools incorporated these practices in their curricula, students would likely benefit from them.

Brenna K Novak 1, Anna Gebhardt 1,2, Harini Pallerla 3, Susan Blocksom McDonald 3, Aviad Haramati 4, Sian Cotton 1,3,✉

PMCID: PMC7686595  PMID: 33282546 

 Click here to see PubMed citation

The impact of the 9-week mind-body skills program is clear, as there were overwhelmingly positive improvements in mental and emotional well-being in students who participated in the program. While these positive outcomes confirm previous results of mind-body skills programs in medical students,26–28 this study is one of few to document such effects in students from a broad range of disciplines, especially law, music, and design. Indeed, given the alarming rise in physician burnout, it is understandable that considerable attention has been focused on improving the well-being of medical students and others in the health professions.43 However, students in several other high-pressure professions, such as law, music, and design, are also at risk for chronic stress and burnout, and universities must act proactively to address these issues for the well-being of their students (and faculty). Our findings provide a good rationale for implementing mind-body skills programs for all students across disciplines.

Lana Ruvolo Grasser 1,*, Hilary Marusak 

PMCID: PMC10557954  NIHMSID: NIHMS1886729  PMID: 37810896 

Mental Health Sci
. Author manuscript; available in PMC: 2024 Jun 1.

Published in final edited form as: Mental Health Sci. 2023 Mar 22;1(2):58–66. doi: 10.1002/mhs2.16

Click here to see PubMed citation

The proposed framework and exciting initial findings described herein provide support for the notion that mind-body therapies have benefits for mental health, and that these effects may be mediated by changes in key neurobiological pathways that mediate stress, pain, and psychopathology. As a result, we call for funders, journals, and legislators to support rigorous and reproducible mind-body research and offer a framework for conducting such research through integration of the Expressive Therapies Continuum and RDoC principles. The public health potential of such is enormous, to help those who are struggling and to prevent emergence of psychiatric illness, especially in developing youth. The integration of mind-body practices across ecological systems could not only have acute, positive benefits—like addressing the current mental health pandemic—but also transformative long-term effects, improving overall health and reducing healthcare costs.

by Alicia Cerdá 1,Salvador Boned-Gómez 2 andSalvador Baena-Morales 1,3,*1Department of General Didactics and Specific Didactics, University of Alicante, 03080 Alicante, Spain2Department of Physical Education, Comillas Pontifical University, 07013 Palma, Spain3Department of Education, Valencian International University (VIU), 460002 Valencia, Spain*Author to whom correspondence should be addressed.Educ. Sci. 2023, 13(11), 1104; https://doi.org/10.3390/educsci13111104Submission received: 30 August 2023 / Revised: 17 October 2023 / Accepted: 26 October 2023 / Published: 2 November 2023 

Click here to see MDPI citation

 When viewed in a broader perspective, various existing pieces of information support the effectiveness of yoga and mindfulness in improving mental health and mitigating psychological issues. These practices are believed to foster a better understanding of self, enhance emotional regulation, reduce stress, and generally improve psychological well-being. They facilitate the development of a calm and focused mind, which is invaluable in the turbulent period of adolescence.  

Mauro Cozzolino, Laura Girelli, Deborah R. Vivo, Pierpaolo Limone, Giovanna CeliaFirst published: 07 May 2020 https://doi.org/10.1002/brb3.1651Citations: 22The peer review history for this article is available at https://publons.com/publon/10.1002/brb3.1651

Funding information

The project has been funded by University of Foggia, address: Via A. Gramsci 89/91, Foggia (FG), Italy; VAT number: 03016180717; Department of Humanities, Literature, Cultural Heritage, Education Sciences (Dipartimento di Studi Umanistici. Lettere, Beni Culturali, Scienze della Formazione), e-mail address: dipartimento.studiumanistici@unifg.it

Click here to see WILEY ONLINE LIBRARY citation.

 The use of the brain wave modulation offers some advantages over a single information session on stress management. Research shows that mind–body techniques, such as bioenergy, biofeedback, mindfulness, cognitive-behavioral therapy, and yoga, are effective in lowering the students’ levels of stress (Chaló, Pereira, Batista, & Sancho, 2017; Finkelstein-Fox et al., 2018; Regehr, Glancy, & Pitts, 2013; Running & Hildreth, 2017; Saoji et al., 2017), 

ORIGINAL RESEARCH article

Front. Psychol., 06 June 2016

Sec. Human Developmental Psychology

Volume 7 - 2016 | https://doi.org/10.3389/fpsyg.2016.00805

Cristiano Crescentini1*†Viviana Capurso1,2†Samantha Furlan3Franco Fabbro1,4

• 1Department of Human Sciences, University of Udine, Udine, Italy
• 2Department of Psychology, Sapienza University of Rome, Rome, Italy
• 3Degree Course in Education Science, University of Udine, Udine, Italy
• 4PERCRO Perceptual Robotics Laboratory, Scuola Superiore Sant’Anna, Pisa, Italy

Click here to see FRONTIERS IN PSYCOLOGY citation.

Mindfulness-based interventions are increasingly being used as methods to promote psychological well-being of clinical and non-clinical adult populations. Much less is known, however, on the feasibility of these forms of mental training on healthy primary school students. Here, we tested the effects of a mindfulness-meditation training on a group of 16 healthy children within 7–8 years of age from an Italian primary school. An active control condition focused on emotion awareness was employed on a group of 15 age-matched healthy children from the same school. Both programs were delivered by the same instructors three times per week, for 8 total weeks. The same main teacher of the two classes did not participate in the trainings but she completed questionnaires aimed at giving comprehensive pre-post training evaluations of behavior, social, emotion, and attention regulation skills in the children. A children’s self-report measure of mood and depressive symptoms was also used. From the teacher’s reports we found a specific positive effect of the mindfulness-meditation training in reducing attention problems and also positive effects of both trainings in reducing children’s internalizing problems. However, subjectively, no child in either group reported less depressive symptoms after the trainings. The findings were interpreted as suggestive of a positive effect of mindfulness-meditation on several children’s psychological well-being dimensions and were also discussed in light of the discrepancy between teacher and children’s reports. More generally, the results were held to speak in favor of the effectiveness of mindfulness-based interventions for healthy primary school children. 

The current longitudinal study showed how the introduction of mindfulness-meditation practices in educational settings can be useful to improve children’s cognitive, emotional, and social abilities. This awareness practice could be regularly used during the school year and, combined with other SEL programs, could become a powerful preventive tool and a mean to improve the academic development of students even in the 1st years of school.

Rachel Murray 1, Rebecca Amann 1, Katey Thom 1,✉

• Author information
• Article notes
• Copyright and License information

PMCID: PMC6818317  PMID: 31984055 

-- NATIONAL INSTITUTES OF HEALTH

This literature review shows that mindfulness-based interventions result in beneficial outcomes for youth in the criminal justice system. The relevant evidence of mindfulness interventions for incarcerated youth was synthesized and four significant themes were identified: decreased stress, increased self-regulation, improved anger management and acceptability of the interventions on the part of the youth. Despite limitations in terms of sample size and generalisability to different demographics, the results of these studies are positive and support the implementation of further mindfulness interventions in youth incarceration facilities.

CHILDHOOD PTSD (POST TRAUMATIC STRESS DISORDER) & MEDITATION

Research indicates that meditation, particularly mindfulness-based meditation, can be a beneficial intervention for children experiencing post-traumatic stress disorder (PTSD). 

 Research indicates that meditation, particularly mindfulness-based meditation, can be a beneficial intervention for children experiencing post-traumatic stress disorder (PTSD). Studies suggest that mindfulness practices can help regulate emotions, reduce stress, and improve overall well-being in children who have suffered trauma. How Meditation Helps Children with PTSD:

• Emotion Regulation:.Meditation techniques, like deep breathing exercises, can help children develop better control over their emotions and physiological responses to stress. 
• Reduced Stress and Anxiety:.Mindfulness practices, including paying attention to the present moment without judgment, can help reduce feelings of anxiety and stress associated with trauma. 
• Improved Sleep:.Meditation can promote relaxation and improve sleep quality, which is often disrupted in children with PTSD. 
• Enhanced Coping Skills:.Meditation can help children develop coping mechanisms for managing difficult emotions and situations, leading to greater resilience. 
• Potential for Epigenetic Changes:.Some research suggests that mindfulness interventions may even lead to epigenetic changes in trauma-sensitive biological pathways, potentially impacting the long-term effects of trauma. 

Research Findings:

• A study published in Scientific Reports found that a mindfulness-based intervention, combined with art therapy and psychological therapy, was beneficial for adolescents who had experienced trauma, resulting in a significant reduction in PTSD symptoms according to the Universitat Oberta de Catalunya (UOC). 
• Research on Transcendental Meditation (TM) has shown its effectiveness in reducing PTSD symptoms in both adults and children, with some studies suggesting that it can even lead to a reduction or cessation of psychotropic medications used to treat PTSD. 
• A systematic literature review focused on foster youth with PTSD found that mindfulness meditation was a safe and effective method for improving mental health and overall well-being in this population. 
• A study involving South African students with PTSD found that Transcendental Meditation significantly reduced PTSD symptoms and improved depression after three months of practice. 

Research Findings:

• A study published in Scientific Reports found that a mindfulness-based intervention, combined with art therapy and psychological therapy, was beneficial for adolescents who had experienced trauma, resulting in a significant reduction in PTSD symptoms according to the Universitat Oberta de Catalunya (UOC). 
• Research on Transcendental Meditation (TM) has shown its effectiveness in reducing PTSD symptoms in both adults and children, with some studies suggesting that it can even lead to a reduction or cessation of psychotropic medications used to treat PTSD. 
• A systematic literature review focused on foster youth with PTSD found that mindfulness meditation was a safe and effective method for improving mental health and overall well-being in this population. 
• A study involving South African students with PTSD found that Transcendental Meditation significantly reduced PTSD symptoms and improved depression after three months of practice. 

CHILDHOOD PTSD AND TAI CHI

Research suggests that tai chi can be a beneficial mind-body practice for children experiencing PTSD, potentially improving emotional regulation, reducing symptoms, and enhancing overall well-being. While research is still emerging, studies indicate tai chi can help manage symptoms like intrusive thoughts, improve concentration, and promote relaxation. 

Key Findings and Research:

 Research suggests that tai chi can be a beneficial mind-body practice for children experiencing PTSD, potentially improving emotional regulation, reducing symptoms, and enhancing overall well-being. While research is still emerging, studies indicate tai chi can help manage symptoms like intrusive thoughts, improve concentration, and promote relaxation. Key Findings and Research:

• Emotional Regulation: Dance/movement therapy combined with tai chi principles has shown promise in helping children regulate emotions and engage more effectively in treatment. 
• Trauma-Informed Programs: Programs like "Anchor", which integrate trauma-informed cognitive behavioral therapy (TF-CBT) with tai chi, are being developed to address pediatric medical traumatic stress. 
• Symptom Reduction: Research suggests tai chi can lead to reductions in motor deficits, cortisol levels, and trauma-related symptoms like intrusive thoughts. 
• Improved Mental and Physical Health: Tai chi can positively impact both mental and physical health, potentially improving mood, reducing anxiety and depression, and promoting relaxation. 
• Potential for Enhanced Coping: By calming the nervous system and promoting mindfulness, tai chi can help individuals with PTSD cope with stressful situations and triggers more effectively. 
• Long-term Benefits: Studies suggest that tai chi can improve sleep, physical functioning, and cognitive functions, which may have long-term benefits for children with PTSD. 
• Military Applications: The disciplined nature and connection to martial arts within tai chi have resonated with military culture, potentially making it a valuable tool for veterans with PTSD. 

Specific Research Examples:

• A study on veterans with PTSD found that tai chi helped manage symptoms like intrusive thoughts and improve concentration. 
• One study explored the use of tai chi and qigong with adolescents, finding reductions in anxiety, depression, and cortisol levels. 
• A systematic review of tai chi and qigong for trauma-exposed populations highlighted the potential for symptom reduction, improved physical functioning, and cognitive benefits. 
• A research article mentions a study where children and families with pediatric medical traumatic stress engaged with a trauma-informed tai chi program called "Anchor". 

Specific Research Examples:

• A study on veterans with PTSD found that tai chi helped manage symptoms like intrusive thoughts and improve concentration. 
• One study explored the use of tai chi and qigong with adolescents, finding reductions in anxiety, depression, and cortisol levels. 
• A systematic review of tai chi and qigong for trauma-exposed populations highlighted the potential for symptom reduction, improved physical functioning, and cognitive benefits. 
• A research article mentions a study where children and families with pediatric medical traumatic stress engaged with a trauma-informed tai chi program called "Anchor". 

CHILDHOOD PTSD AND YOGA

 Research indicates that yoga can be a beneficial complementary intervention for children experiencing PTSD, potentially reducing trauma-related symptoms and improving overall well-being. While more rigorous studies are needed, current findings suggest yoga is a safe and acceptable practice for children, potentially enhancing their resilience and self-regulation skills. Research Findings on Yoga for Children with PTSD:

• Reduced Trauma Symptoms:Studies suggest that yoga can lead to a reduction in trauma-related symptoms in children, including those related to emotional and behavioral difficulties. 
• Improved Mental Health: Yoga may improve mental health outcomes in children with PTSD, including reducing symptoms of anxiety and depression. 
• Enhanced Resilience: Yoga practices can improve a child's ability to cope with stress and build resilience, which is crucial for managing PTSD symptoms. 
• Increased Self-Regulation: Yoga can improve self-regulation skills, which are often impaired in children with PTSD, helping them manage their emotions and behaviors. 
• Positive Feedback:Participants in yoga programs for children with PTSD often report positive experiences and a sense of well-being. 
• Complementary Therapy: Yoga is often used as a complementary therapy alongside traditional treatments like CBT for PTSD in children. 
• Safe and Acceptable: Yoga is generally considered safe for children and is well-received, making it a feasible intervention. 

How Yoga Helps Children with PTSD:

• Mind-Body Connection: Yoga emphasizes the connection between the mind and body, which is often disrupted in individuals with trauma. 
• Grounding Techniques: Yoga practices can help children ground themselves in the present moment, reducing feelings of dissociation and anxiety. 
• Emotional Regulation: Yoga can help children learn to regulate their emotions and manage intense feelings associated with trauma. 
• Improved Self-Awareness: Yoga can increase a child's awareness of their own body, sensations, and emotions, which can be helpful in processing trauma. 
• Increased Self-Confidence: Yoga can boost a child's self-confidence and self-esteem, which may be negatively impacted by trauma. 

Types of Yoga Used:

• Hatha Yoga:.A general form of yoga that includes physical postures, breathwork, and meditation. 
• Trauma-Sensitive Yoga (TCTSY):.A specific approach to yoga therapy designed to be safe and empowering for individuals with trauma. 

CHILDHOOD PTSD AND CHI KUNG

 Research on Tai Chi and Qigong for children with PTSD is still emerging, but existing studies suggest these practices may be safe and potentially beneficial in reducing symptoms and improving overall well-being. While more rigorous clinical trials are needed, current findings indicate that Tai Chi and Qigong can be a promising complementary approach for children experiencing trauma. Evidence and Potential Benefits:

• Safety and Feasibility: Studies indicate that Tai Chi and Qigong are generally safe and well-tolerated by children, with minimal adverse reactions reported, according to a review published on ScienceDirect. 
• Reduced Symptoms: Some research suggests that Tai Chi and Qigong can help reduce symptoms of anxiety, depression, and other mental health challenges associated with PTSD. 
• Improved Mental Well-being: Participants in studies have reported feeling calmer, more relaxed, and experiencing improvements in their overall mental well-being, including increased resilience and empowerment. 
• Potential Mechanisms:  The calming and meditative movements of Tai Chi and Qigong may help children regulate their emotions, manage intrusive thoughts, and reduce hyperarousal symptoms, which are common in PTSD. 

NOTE FROM THE FOUNDER OF THE GLOBAL TRANSFORMATION PROJECT ON HIS PTSD ...

What initially led me to Mind Body practices was my therapist discovering my PTSD symptoms from growing up in a PTSD household. My father had served 3 years in frontline combat in WWII, and his nightmare ended with his 45th Infantry Division liberating Dachau.

My own anecdotal personal experience aligns with the research summarized above. Tai Chi, Chi Kung, Meditation, Mindfulness, and Yoga were instrumental in my ability to lead a meaningful and fulfilling life. I am driven to see Public Education children worldwide having one hour per day Mind Body Education, because I know for a fact that my life would have avoided mountains of pain, doubt, and lack of self esteem had i been exposed to Mind Body at an early age. I know Mind Body would transform children's lives because I have seen it change lives in 40 years of teaching Mind Body in all levels of society, including Public Education, Prisons, and Major Healthcare institutions.

And again, my own life has proven this.

 AI Overview

Approximately 5% of adolescents in the U.S. experience Post-Traumatic Stress Disorder (PTSD) in their lifetime, according to the National Institute of Mental Health (NIMH). Specifically, studies show that about 5% of adolescents aged 13-18 have had PTSD at some point in their lives, with a higher prevalence among females (8%) than males (2.3%).  

Regarding the above data on PTSD among children in America. A Global Transformation Project Supporter provided Mind Body training to people who'd suffered trauma of war, etc. under the United Nations. Her findings were that those who had a grounding consciousness practice BEFORE their trauma, were much more likely to heal from their PTSD.

Mind Body Education in Public Education worldwide would provide a profoundly healing force on our planet. The science is in.

-- William Douglas, Founder of The Global Transformation Project

Mind Body Education must be "voluntary" and "age appropriate"

When GTP founders began teaching in Public Schools decades ago, they realized that when they present on Meditation, Tai Chi, Yoga, Chi Kung, or Mindfulness in schools ... each student must "decide to participate" for it to be successful. So, we asked schools to offer an opt out option, like a "study hall" for students wishing to opt out.  Students rarely did opt out, however it was important that each student know they are participating by their own choice--because then Mind Body Education becomes effective.

Teaching Mind Body in "Age Appropriate ways"

Mind Body Education can/should be taught beginning in Kindergarten & Pre-school ... but it must be light and playful and natural.  Mindfulness practices, getting children to focus on "breathing" and "physical sensations" can be a start. Animal Chi Kung where children pretend to be creatures, snakes, tigers, etc. is a very playful way to introduce Mind Body experiences, see below videos.

Teachers and School Administrators should participate as well as students--Mind Body can reduce Teacher Burn Out, and change the entire school environment--according to data from the CENTER FOR WELLNESS AND ACHIEVEMENT IN EDUCATION.

Local Mind Body Experts exist in cities worldwide ... an amazingly under-utilized resource

There are already a host of Tai Chi, Yoga, Mindfulness, Chi Kung, and Meditation organizations who have been pioneering Mind Body Education in schools.  Using Google, etc. you can find them in your country--to work with them.

Also, local schools can contact local Yoga, Meditation, Tai Chi, Chi Kung, and Mindfulness teachers and programs to see if they have experience teaching at "age-appropriate" levels. 

Yoga Locator lists the UN's International Day of Yoga participating groups/yoga schools worldwide.

WorldTaiChiDay.org has an Events/Schools Directory where educators can search online for local Tai Chi or Chi Kung schools they can talk to/interview about a School Mind Body Program.

Educators can reach out to major Mind Body organizations (Click for videos)

Quiet Time and Transcendental Meditation at Aspire Ollin | David Lynch Foundation

Making School Mindful: The Benefits of Meditation for Children

Parents and educators around the world are recognizing the benefits of meditation for children. We speak to Bob Roth of the David Lynch Foundation and Sonia Sequeira, Neuroscientist at Memorial Sloan Kettering, about why this is more than a trend.

Mindfulness in Schools: Mindfulness and the Brain for Children

2 Free CEs per year when stay connected with me at the Institute for Therapy that Works: https:/www.therapythatworksinstitute.com/youtube

Qigong for Kids and Families

Wisdom Healing Qigong Family Chi Camp For Parents & Grandparents ... with Kids ages 6 and up

Calm Energy Focus Qigong Calm for Kids - Calm Movements

The Calm Energy Focus Qigong set is a great way to help you Move Through the Day. Great for kids Qigong is a gentle exercise combining the mind, body and breath. In this video we go through the first 3 movements of the 9 in this set and they will help to calm and relax. Easy to follow.

What does a one hour per day Mind Body Class look like?

Ultimately, each nation/school/teacher will create their own Mind Body Education approach. What is important is to impart these ancient time-tested Mind Body science-based practices (Yoga, Tai Chi, Meditation, Chi Kung, and Mindfulness) so that school children can "achieve the Alpha/Theta Brain Wave states" ... which has multitudinous positive effects.

There are technologies like "MUSE" brain wave sensor that can actually show educators and students what brain wave states students are in. This could help Public Educators worldwide know if they have "effective" Mind Body Education. MUSE, and perhaps other technology can show in real time when a student's or teacher's brain is in Alpha/Theta Meditative brain wave states--and it offers Meditation Tips to help achieve that state. It can also provide reports on student brain wave performance during Meditation, so students/teachers can track their progress in achieving Meditative states during Mind Body Education.

The MUSE brain wave sensor.

A one hour per day Mind Body class would be like a "P.E., or Physical Education class," combined with "play/recess," and a "Health Science class" all combined.

Each class could be a combination of Yoga, Tai Chi, Chi Kung, Mindfulness, and Meditation (which many Mind Body classes already are, they overlap). OR, another option would be to have each day focus on one of the BIG 5 science-based Mind Body practices. A weekly schedule for Mind Body Education may be, for example:

Mondays: Yoga

Tuesdays: Meditation

Wednesdays: Tai Chi

Thursdays: Mindfulness

Fridays: Qigong (Chi Kung)

As Mind Body Education is developed in Public Education worldwide, schools can exchange their results and techniques ... creating a worldwide Mind Body laboratory which could evolve education approaches all over the planet. AND as this occurs students worldwide will be cultivating a form of SUPER-THINKING, known in science as 'GAMMA BRAIN WAVE THINKING.'

Superhumans: The remarkable brain waves of high-level meditators | Daniel Goleman | Big Think   People who have meditated for thousands of hours exhibit a remarkable difference in their brainwaves. Psychologist and author Daniel Goleman says we can actually see what happens in the heads of those who have achieved "enlightenment" and the results are unprecedented in science.