We all know Finland is not an easy place to live, especially during winter times, that darkness and cold effect our mood, our energy and our mental health.
After some years living in Helsinki, I realized I needed to find an activity that would help me focus, calm my mind, and provide a workout for my body. That’s why, nine years ago, I stepped into the world of yoga and have never looked back. I eventually began incorporating yoga into my work as an educator, working with early childhood and primary school children and also studying it more on a research level, even writing a thesis on it.
Last summer, I introduced yoga to primary school children with ADHD and I was surprised to see how focused and engaged they were during the activity. Curious about this, I looked into research, which confirmed yoga is indeed a beneficial activity for children diagnosed with ADHD.
What Does the Research Say?
ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with daily functioning (Attention-Deficit/Hyperactivity Disorder, n.d.). Individuals with ADHD may struggle with staying focused, organizing tasks, excessive movement or talking, and acting without thinking. These symptoms are not due to defiance or lack of understanding but rather are part of the disorder.
Yoga, on the other hand, is an ancient practice that combines physical postures, breathing exercises, and meditation to support strength, flexibility, and overall mental and physical well-being.
For instance, a study conducted by Wang (2023) indicated that after 8 weeks of yoga training, hyperactive children showed significant improvements in emotion regulation and a reduction in ADHD symptoms. These improvements were maintained during follow-up assessments, demonstrating the lasting effects of yoga. Overall, yoga training was found to be an easy and cost-effective method to improve the mental and physical condition of children with ADHD (Wang, 2023).
Long-term benefits of yoga training for children with ADHD include sustained improvements in emotion regulation and a reduction in ADHD symptoms, as observed during follow-up assessments (Villemure et al., 2015). Yoga also contributes to support mental health, increased self-esteem, and better physical fitness. Furthermore, it promotes a positive social environment, helping children develop better relationships with other people (Villemure et al., 2015).
Another study assessed the effect of an 8-week yoga intervention on attention levels in orphaned female children aged 6-10 diagnosed with ADHD. Results indicated significant improvements in attention as measured by both parent and teacher assessments. The findings suggest that yoga can be an effective complementary treatment for increasing attention in children with ADHD (Bard et al., 2013).
What Methods Are Recommended?
Researches suggest that yoga techniques involving physical postures, breathing exercises, and meditation are particularly effective for children with ADHD (Wang, 2023). These activities help children connect their bodies, thoughts, and feelings, promoting awareness of the present moment. Here are some additional tips and activities I recommend, also based on my own experience as a children´s yoga teacher:
· Glitter Jar: Bring a glitter jar to class and use it as a metaphor for the body. After shaking the jar, all the glitter slowly settles to the bottom. Children can imagine their bodies calming down like the glitter.
· Balloon Breathing Exercise: Have children imagine their belly as a balloon that inflates with inhalation and deflates with exhalation. This helps them focus on their breath and calm their minds.
· Yoga Games: Use yoga cards or online resources to create games. For example, children can pick a card with a yoga pose, and everyone else must try it without moving. This keeps the attention span engaged.
· Dynamic Classes: Keep classes dynamic and avoid repetition. Make mindfulness fun by telling stories and explaining the importance of what they are doing. For instance, tell them, “When you feel upset, through this breathing practice, you’ll feel much better and calmer.”
Conclusion
Through my experiences in both Finland and Italy, I’ve noticed yoga is not yet a common practice for children. It is still rare to find it included in school curricula. However, it is also true many teachers are not aware of these practices. I recommend educators take courses to learn more about how these activities can benefit children, both with and without disabilities. If yoga benefits us as adults—making us feel amazing after a class—just imagine how children could feel, in a society that is constantly connected by screen and technology. I hope we can spread more awareness of this practice and guarantee it doesn’t become an elite activity in the future.
REFERENCES
Attention-Deficit/Hyperactivity Disorder. (n.d.). National Institute of Mental Health (NIMH). https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd#:~:text=Attention%2Ddeficit%2Fhyperactivity%20disorder%20(,interferes%20with%20functioning%20or%20development.
Bard, D. E., Wolraich, M. L., Neas, B., Doffing, M., & Beck, L. (2013). The psychometric properties of the Vanderbilt Attention-Deficit Hyperactivity Disorder Diagnostic Parent Rating Scale in a community population. Journal of Developmental & Behavioral Pediatrics, 34(2), 72–82.
Nichols, H. (2023, April 26). How does yoga work? Medical News Today. https://www.medicalnewstoday.com/articles/286745#:~:text=What%20is%20yoga%3F,of%20exercise%20around%20the%20world.
Petsche, A. (2016). The effect of yoga on attention in students diagnosed with ADHD (Doctoral dissertation). Retrieved from https://example-dissertation-url.com
Villemure, C., Čeko, M., Cotton, V. A., & Bushnell, M. C. (2015). Neuroprotective effects of yoga practice: Age-, experience-, and frequency-dependent plasticity. Journal of Pain Research, 8, 281.
Wang, J. (2023). Yoga as a therapeutic intervention for children with ADHD: A systematic review. Journal of Pediatric Health Care, 37(1), 45-57.
Photos: www.canva.com
About the author
Gloria De Felice, a second-year student of the Master's in Changing Education and Editor of the OSA Blog, was born in Venice, Italy, and moved to Finland in 2013 after obtaining a bachelor's degree in Communication Science. She further pursued studies in journalism and a bachelor´s in social services and early childhood education. With five years of experience as a kindergarten teacher, she learned Finnish to work in daycares, although she is still improving it. Her dream is to combine neuroscience, communication and pedagogical research.
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