Yoga at School (Extract from AYL Dec 2010)

 

Dani Reidy, Principal of Angel Yoga 4 Kids in Brisbane, takes a similar approach. “I’ve been teaching yoga to children for nearly 10 years,” she says. “In my observation, today’s kids seem to be getting a lot of back problems because of the time they spend at computers. And a lot of them do no exercise at all. Schoolwork, socialising and part-time jobs take up most of their time.”

Dani teaches teenagers asanas that emphasise flexibility, such as Paschimottanasana (Seated forward bend), Janusirasana (Head-to-knee pose) and Upavista Konasana (Wide angle pose). “Teenagers will tell you everything they’re feeling, every minute of the class,” she laughs. “If they findsomething difficult, there’ll be a lot of groaning and resistance.” To counteract that, she discusses the yogic concept of surrender. “I explain that if the mind strongly resists a pose, the body will be more resistant too. At first, the kids look at me like I’m weird, but once they’ve tried it, they understand what I’m talking about. It’s great to see the ‘wow’ of achievement on their faces as they’re able to go deeper into a pose.


Very special changes

If yoga classes are helping able-bodied students become stronger, more flexible and more focused, the benefits for children with disabilities may be even greater.

Alison Hawe is a teacher at Aspley Special School, a Brisbane secondary school whose students have multiple disabilities ranging from Down Syndrome and Autism Spectrum Disorder (ASD) to cerebral palsy and spina bifida. “We aim to prepare students for functional living after they leave school, so we are open to trying anythingthat will help them feel more comfortable with themselves,” says Hawe.

She and the Principal had both attended yoga classes, and were keen to see whether yoga would benefit their students. After searching or a suitable teacher, they engaged Dani Reidy in late 2008. Assisted by Hawe and several teacher’s aides when required, the children were able to participate fully, and the benefits began to show. “One of the children with cerebral palsy is strong in the upper body but relies on a walker to get around,” she says. “When he first tried cat and dog pose, you’d see his legs shaking, but over time his balance improved and he stayed in the poses.” Hawe scheduled a swimming class straight after yoga, reasoning that the increased flexibility might help the children in a water-based activity. One child at the school has ASD, limited conversational skills and is prone to explosive outbursts. Tall and solidly built, he’s capable of knocking over the more fragile children. “After six months of yoga and swimming, he slimmed down, no longer had explosive outbursts in class or in the school yard, and generally became more balanced emotionally. He even took the initiative and put out the yoga mats before class,” says Hawe. “He became our star yoga pupil; we put him in the back row because he didn’t need any assistance.”

A fellow student with ASD has trouble with his bowels and used to become very withdrawn, biting his hands and making noises. “But afteryoga class,” says Hawe, “he lined up quietly for swimming, smiled, didn’t complain about getting changed, and for the first time, let me help him kick and blow bubbles.” Another student had trouble doing freestyle kicking; his legs moved sideways because the messages weren’t getting from his brain to his legs correctly. “After he started yoga,” says Hawe, “he was able to kick properly.”

By Fiona Marsden

2 Apr 2011