Archived
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Author ORCID Identifier
Date Available
4-27-2026
Year of Publication
2026
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Education Sciences
Faculty
Heather Erwin
Faculty
Aaron Beighle
Faculty
Haley Bergstrom
Abstract
This dissertation comprises three studies that examine the effects of physical activity, yoga, and mindfulness interventions on students' emotional regulation, behavior, and academic outcomes in rural Kentucky schools. These studies as a whole contribute to understanding how movement-based and mindfulness practices can enhance social-emotional and academic well-being in schools.
The first study describes the effects of classroom-based physical activity on student achievement and social-emotional well-being. Forty-five elementary students participated in a 6-week intervention with two 7-minute movement breaks per day. Results indicated statistically significant improvements in Reading (t(44) = 2.55, p < .001, d = .38), Math (t(44) = 4.63, p < .001, d = .69), and social-emotional competence (t(44) = 3.67, p < .001, d = .55). These findings demonstrate that brief, structured physical activity can meaningfully enhance academic and emotional outcomes when implemented by classroom teachers.
The second study shows the effects of a five-week yoga and mindfulness intervention on the emotional regulation of rural high school athletes. Forty-three students (ages 13–17) participated in twice-weekly sessions incorporating yoga postures, breathing techniques, and mindfulness reflections. Analyses revealed statistically significant improvements on nine of 16 self-report items (p < .05), with small-to-moderate effect sizes (d = .36–1.04). Students and coaches reported enhanced focus, composure, and stress management, underscoring the feasibility and acceptability of yoga within athletic contexts.
The third study explores the impact of a ten-week combined yoga and mindfulness intervention on elementary students’ emotional regulation and classroom behavior. Based on the results of earlier pilot studies, the third study examines a ten-week combined yoga and mindfulness intervention conducted with elementary students and teachers, serving as the primary dissertation study. Results show improvements in emotional regulation strategies, reductions in disruptive behaviors, and enhanced classroom climate.
Together, these studies highlight movement, yoga, and mindfulness as low-cost, scalable strategies to promote student well-being. Findings support efforts to incorporate social-emotional and physical wellness practices within rural school systems to foster more balanced, resilient, and emotionally regulated learners.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2026.94
Archival?
Archival
Funding Information
This study was supported by the Arvle and Ellen Turner Thacker Research Fund in 2025 and the University of Kentucky Department of Kinesiology and Health Promotion in 2025.
Recommended Citation
Smith, Sara E., "EFFECTS OF YOGA AND MINDFULNESS ON EMOTIONAL REGULATION, BEHAVIOR, AND TEACHER BURNOUT" (2026). Theses and Dissertations--Education Sciences. 158.
https://uknowledge.uky.edu/edsc_etds/158
