The following study highlights the importance of Social Emotional Learning (SEL) and provides a descriptive overview of the Collaborative for Academic Social and Emotional Learning (CASEL) organization competencies at both the national and state level. Qualitative data was collected during a study conducted on at-risk Hispanic high school students who engaged in a mindfulness yoga program. Adolescents voluntarily participated in 12 weeks of mindfulness yoga (24 classes) and provided post essay responses to questions associated with the five core competencies of SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Evidence aligned with SEL competencies after 24 mindfulness yoga sessions through implicit yoga instruction (absence of explicit direct instruction) were coded and reported accordingly. Overall, findings indicate consistencies with previous research on mindfulness yoga programs in the schools of the impactful benefits of healthy behaviors and mental wellness for adolescents at risk. Documented conclusions from this study showcase an increased positive impact on SEL categories of self-awareness, self-management, and decision making.

This quasi-experimental study compares the differences in psychological well-being impact factors of school-based yoga interventions and mindfulness practices for at-risk Hispanic adolescent high school students with similar students enrolled in traditional physical education classes in a face-to-face setting. Convenience sampling was applied to freshmen students enrolled in a Physical Education 1-hour course at a designated high school in South Texas. A hypothesis model was utilized: mind-body awareness, self-regulation, and physical postures. To assess psychological wellbeing constructs of mood and affect, measurement instruments employed were two commonly utilized questionnaires, the Brunel Mood Scale (BRUMS) and Positive and Negative Affect Schedule (PANAS-C). Statistical analyses included Friedman’s Test for nonparametric data, comparisons of pre-post change scores between yoga and physical education classes, and longitudinal data trends for each measurement instrument’s subscales from inception to conclusion.  Overall, longitudinal trends in participant responses from Week 1 to Week 10 comparisons demonstrate a practical significance of gradual increases in improved student well-being in comparison to traditional physical education classes. Overall positive impacts continue to support overall improvement for students participating in Yoga as a form of physical fitness.