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Date of Graduation
8-1-2026
Semester of Graduation
Summer
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
First Advisor
Tammy Gilligan
Second Advisor
Deborah Kipps-Vaughan
Third Advisor
Debbie Sturm
Abstract
School-based interventions that support emotional regulation and student well-being are increasingly emphasized within Multi-Tiered Systems of Support (MTSS). Yoga has emerged as a potential school-based practice; however, its outcomes, alignment with MTSS frameworks, and implementation characteristics remain unclear. This systematized review examined (a) psychological, emotional, and behavioral outcomes associated with school-based yoga interventions, (b) their alignment with Tier 1 and Tier 2 supports, and (c) implementation characteristics that support feasibility in school settings. A systematic search identified 21 U.S.-based studies, which were analyzed using thematic analysis. Findings indicated that yoga interventions were associated with improvements in emotional regulation, stress and anxiety, mood, and attention, with additional evidence of positive effects on classroom behavior and engagement. Outcomes were variable across participants, however all eligible studies showed positive improvements in at least one measured domain. Interventions embedded within the school day aligned most closely with Tier 1 supports, whereas small-group and afterschool formats aligned with Tier 2 supports. However, most studies did not incorporate progress monitoring or data-based decision-making, limiting alignment with MTSS frameworks. Integration into existing school routines supported feasibility, while access was influenced by contextual factors such as scheduling and staffing. School-based yoga interventions show promise as preventative supports; however, further research is needed to support their integration within MTSS and ensure sustainable implementation.
