Special Yoga Foundation (SYF) was commissioned by Havering Clinical Commissioning Group (CCG) to develop a programme as part of their wider prevention programme to build up mental health resilience in the 80 schools within the borough of Havering.

1. Special Yoga Foundation CIO
Registered Charity no. 1163374
Special Yoga Foundation (SYF)
was commissioned by Havering
Clinical Commissioning Group
(CCG) to develop a programme
as part of their wider prevention
programme to build up mental
health resilience in the 80 schools
within the borough of Havering.
Mindfulness for Mental Health
Resilience Programme

2. Special Yoga Foundation CIO Registered Charity no. 1163374 | www.specialyoga.org.uk
Mental Health Crisis in Schools
Mental health problems affect 1 in 10 children and young people,
including anxiety, depression, self-harm and eating disorders
(Mental Health Foundation, UK).
Over three quarters (79%) of teachers have reported experiencing
work related anxiousness (NASUWT Survey, 2016).
- 86% have suffered sleeplessness
- 73% have suffered low energy levels
- 47% of teachers have seen a doctor
as a result of work related physical or
mental health problems

3. “…70% of children and young people
who have experienced a mental health
problem have not had appropriate
interventions at a sufficiently early age.”
(Mental Health Foundation,UK)
Findings suggest that prevention
programmes are most effective when
they instil positive changes across
the school environmental, rather than
independently focusing on the child
(Greenberg et al., 2001).
“High quality education cannot be
delivered bystressed and anxious
teachers.” - Chris Keates, General
Secretary of the NASUWT
Preventative
Programmes

4. The Programme
How effective was the programme?
Participants
We designed three programmes:
Each programme consists of 6 hours split over 3 twilight sessions:
Session 1) Solely focuses on Mindfulness for the Staff
Session 2) Provides techniques to explain Mindfulness to Students
Session 3) Additional tools to integrate the practice into the
curriculum for both staff and students
102 teachers across:
2 secondary school programmes
4 primary school programmes
2 SEN School programmes
139 students across:
6 schools
2)Secondary
Schools
1)Primary
Schools
3) Special
Needs

5. Students aged 8-13
completed SCWBS prior to
engaging in mindfulness
practices and four weeks
after.
Consists of 12 statements
assessing wellbeing.
Measurement of intervention
effectiveness.
Scientifically validated with
children aged 8 years and
above.
Students’ aged 13+ and
Teachers completed the
WEMWBS.
Consists of 14 statements
about thoughts and feelings.
Measurement of positive
mental health.
Developed as part of the
Mental Health Indicators
Programme of NHS Health
Scotland.
A qualitative worksheet was
piloted with one class of
student asking them to draw
and write how they feel when
completing mindfulness
practices.
Measures used:
The Stirling Children’s
Wellbeing Scale (SCWBS)
The Warkwick-Edinburgh
Mental Scale (WEMWBS)
Student Worksheets

6. There was a significant overall increase in teachers’ level of
mental health resilience wellbing after attending MFMHR training.
WEMWBS scores increased by 4% pre-mindfulness training
(M=55.47, SD=8.97) to post-mindfulness training (M=56.66,
SD=9.74) (p<0.001)
There was a 3% increase in mental wellbeing of teacher who
attended the Special Educational Needs MFMHR training.
Quotes from Teachers:
• There was a parent assembly and one boy was sad about his dad leaving and had a melt down... “Once he
calmed down he came back to the teacher and said his guard dog was barking and didn’t let the owl speak.”
• “Best nights sleep I’ve had in a while after the first session”
• “The flipping the lid exercise has made a dramatic difference in one particular class with children with
challenging behaviours. Other teachers are surprised and are interested in training to bring tools to their
classrooms.”
• “I felt a mental shift and a better sense of calm using the breathing techniques.”
• “Now I take the time every Sunday to go for a walk and practice the mindfulness outside and I really look
forward to it.”
TheResults

7. Feedback from Students
“The music teacher said that she noticed a notable difference
in quieting the children down, they calmed down much quicker
than normal.”

8. “Using the exercises with one child in particular with ASD, sever
anxiety and self-harming tendencies has responded positively
and I’ve seen a difference in his behaviours.”
Conclusions
The results indicate that the programme had a positive influence on both
teachers’ and students’ emotional wellbeing and resilience. The training
programme provided teachers with useful strategies to manage their own
stress levels. The quantitative data demonstrates an increase in teachers’
emotional wellbeing and resilience after attending the programme and
using the mindfulness practices. Teachers also reported that they enjoyed
doing the practices and that it had a positive impact on their own wellbeing.
Teachers were able to successfully integrate regular mindfulness practices into
the curriculum. There was an increase in students’ emotional wellbeing and
resilience after being exposed to mindfulness practices in the classroom. The
qualitative data demonstrates that students found the practices beneficial in
helping them to feel calm and relaxed.

9. T: +44 208 968 1900
E: info@specialyoga.org.uk
www.specialyoga.org.uk
Contact Details
For more information about our
Mindfulness for Mental Health
Resilience Programme please email
Hannah@specialyoga.org.uk