Enhancing social-emotional learning and behavioural regulation in underserved children: a controlled mixed-methods study of a synchronous online yoga programme

Abstract

Systemic disparities in mental health and social-emotional learning (SEL) resources disproportionately affect children in low-income, racially marginalized communities, contributing to lower SEL outcomes. Although yoga and meditation strengthen coping and regulation, these practices rarely reach underserved children. This study examined whether a synchronous online yoga and meditation programme could serve as a scalable equity approach in a community-driven afterschool setting. Using a quasi-experimental mixed-methods design, we assessed 93 Black/African American children (Mage = 7.55, SD = 1.28; 55.9% girls) and 12 teachers in Jackson, Mississippi. Linear mixed-effects models tested intervention effects, and reflexive thematic analysis explored teacher perspectives. The intervention significantly reduced behavioural difficulties (d = 1.10) and improved SEL (d = 1.33) compared to a control group. Teachers highlighted the programme’s cultural relevance and digital accessibility in overcoming barriers to participation. Findings suggest synchronous online yoga and meditation programmes offer a feasible and potentially sustainable model for expanding mental health and SEL support in under-resourced school districts.