Nervous System Regulation
When looking at interventions to assist in optimal learning, it is critical that we address two fundamental needs:
- Do children feel safe and connected to their learning community?
- Can children regulate their nervous system so they can learn?
When children show up to school stressed, they are not fully present to learn. Interventions must address these fundamental needs. Having children begin the day with 12 deep breaths will lower the heart rate, initiating the relaxation response, allowing for optimal learning.
When looking at various diagnoses (anxiety, depression, AD/HD), the primary impact is on the nervous system. This is where interventions should begin; from the inside-out.
For example:
- Anxiety is a condition of hyper arousal of the central nervous system in response to fear or stress.
- Depression is an illness of the central nervous system that often leads to mood changes, sleep and energy changes and changes in thinking.
- Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder that often leads to inattentiveness, over-activity,and/or impulsivity.
For more information on the specifics of these diagnosis see (DSM-IV)
The use of Yoga with AD/HD:
Yoga and mindfulness help teach children how to strengthen the integrity of their nervous systems. Students who participated in mindfulness programs have shown an increase in attention, relaxation, as well as decreased conduct and anger management problems (Sines, 2009).
Every person wants to feel whole and connected. Children with AD/HD often feel scattered and disconnected. The ability to learn what it feels like to be centered and calm is life changing for many. Children begin to shift how they perceive themselves from distracted and impulsive, to focused and in control.
The Yoga postures provide children the tangible skills and experience of being still, grounded and connected. They learn the connection between the mind, body and heart by infusing the cognitive and emotional skills with the physical postures. When the balancing poses and inversions are connected to self-talk (“I am strong, I can do this”) and the emotional connection of feeling steady, children learn at their inner core what it means to be grounded and connected.
According to G. Seilier, “Yoga for children is a relaxation technique that has been found to reduce stress and tension, dissipate excess energy, relieve tiredness, lengthen attention span, improve physical health, sharpen concentration, enhance mental clarity, and cultivate better interpersonal relationships.”
References:
- Gillen, J., and Gillen, L. (2007). Yoga Calm for Children: Educating Heart, Mind and Body. Portland, Oregon.
- Peck, H. L., Kehle, T. J., Bray, M. A., & Theodore, L. A. (2005). Yoga as an Intervention for Children with Attention Problems. School Psychology Review, 34(3), 415-424. Retrieved from EBSCOhost.
- Seiler, G., & Renshaw, K. (1978). Yoga for kids. Elementary School Guidance and Counseling, 12(4), 229-237.
- Siegel, Daniel (2007) The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being
- Sines, Julie Shupe (2009). Ohio State University. The Perceptions of Children Following Participation in a Yoga and Mindfulness Program: A Qualitative Study
- White, L. (2009). Yoga for Children. Pediatric Nursing, 35(5), 277-83, 295. Retrieved from ProQuest Education Journals. (Document ID: 1885588681).
