The following is from the Yoga Alliance Website www.yogaalliance.org:
Alliance helps defend yoga in schools Thursday, May 16, 2013
On Monday, the case of Sedlock v. Baird is scheduled to go to trial. Parents of a child in Encinitas, Calif. are challenging the Encinitas Union School District (EUSD) on the accusation that yoga sessions taught in school violate religious freedom. The petitioner’s expert witness, a PhD and professor of religious studies, has even written a 36-page brief expounding on the claim that yoga constitutes religious indoctrination.
Yoga Alliance is participating in the case on behalf of the intervenors, YES! Yoga for Encinitas Students, to support the EUSD in their defense. We disagree with the petitioner’s view that yoga is inherently religious and that teaching yoga in school promotes religion, regardless of context. From our work with the yoga community over the past 13 years, we have interacted with people of many faiths, along with agnostics and atheists, as they engage in the practice and teaching of yoga. We believe that yoga can be taught in a completely secular manner and that children and adults alike can benefit from this transformative practice. We agree with the intervenors that, “EUSD students should not be deprived of their world class yoga program merely because of plaintiffs’ personal bias.” You can read the intervenor’s trial brief online.
To support YES! Yoga for Encinitas Students, we arranged the expert testimony of Chris Chapple, PhD and professor of Indic and comparative religion at Loyola Marymount University. He asserts that “yoga may be practiced free from religious ideology,” and describes the wide array of religions and cultures that have practiced and studied yoga. You can read Chris’ full statement that was submitted to the court.
We also provided an expert testimony from our board chairman, Brandon Hartsell, founder and CEO of Sunstone Yoga in Texas, who speaks from his experience as a studio owner as well as chairman of Yoga Alliance. He testifies that, “Yoga does not promote or espouse a Hindu ‘agenda’,” and that individuals can practice yoga without performing religious worship. Brandon cites the latest research on yoga in the U.S., which identifies the most common reasons people start practicing yoga, none of which are religious in nature. You can read Brandon’s full statement submitted to the court.
Mark Singleton, PhD and professor at St. John’s College, contributed the third expert testimony for the intervenors. Mark summarized the development of modern yoga and some of its most influential teachers. He states, “Krishnamacharya presented a form of yoga that could be open and accessible to all, beyond religious sectarianism, gender, caste or nationality.” Mark refuted the claim that yoga is inherently religious, stating, “In my opinion, to claim that the practice of yoga techniques in secular, ecumenical, or religiously plural settings in the United States today is inherently religious is akin to claiming that college basketball is inherently religious because of its missionary Christian origins.” You can read Mark’s full statement submitted to the court.
In addition, Yoga Alliance President and CEO Richard Karpel wrote an opinion piece supporting the EUSD program, that will be published on the USA TODAY website on Saturday morning. “Yoga can clearly be practiced in harmony with any religion or with no religion and is diverse and flexible enough to adapt to any setting,” he wrote. We will share the piece with the community when it is published.
As this case goes to trial Monday, we hope our efforts help keep yoga in Encinitas schools, and schools everywhere. We will keep you posted on the outcome and invite you to share this article and your support with your own networks online.
Related articles:
Judge rules in favor of yoga program in Encinitas schools - Wednesday, July 10, 2013
Yoga and children were the big winners last week when a judge ruled that the Encinitas Union School District’s (EUSD) yoga-in-school program doesn’t violate the constitutional prohibition against mixing church and state...read more
Yoga trial without resolution - Thursday, May 23, 2013
The trial for Sedlock v Baird continued Tuesday and Wednesday of this week, and will go on hiatus until June...read more
Questioning the definition of "religion" as the trial begins - Tuesday, May 21, 2013
Yesterday, the trial began in Encinitas, Calif. where two parents are challenging a yoga program in schools. The judge initiated the debate by asking, “what is religion?”…read more
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PROPOSAL TO ADD YOGA TO THE HEALTH & P. E. CURRICULUM
By Wendy Beffert, February 26, 2012
Yoga seems to be all the rage these days, but what is it really? Is yoga just another passing fad? Is it a religion? Is it worth teaching to our students?
Literally, yoga means to yoke or to join. The body and mind are being joined together, through the awareness of the breath, to perform as an integrated whole. Yoga is the science of integrating the mind and body; it is not a religion. The breathing and meditation aspects of yoga work to still the incessant repetitive thoughts that clutter our minds. When the mind is still and free of thought for a period of time during the day, our thoughts later return to us with a greater sense of clarity and organization. The physical yoga postures work to increase muscle strength and flexibility, improve circulation, digestion, respiration and elimination. The spine is replenished with vital nutrients, which ease stiffness and reduce athletic injuries. The postures also stimulate the endocrine system, thereby increasing hormonal balance. The combination of breathing, meditation and physical postures is collectively known as Hatha Yoga. Hatha Yoga is often referred to as “meditation in motion”. The meditation is happening within the physical postures by virtue of a deep concentration and awareness of the breath and the body. Yoga effects fundamental changes in the way we perceive, think, and act in the world.
Current research has shown yoga to be effective in improving the lives of school age children in many ways. The study Factors Affecting Student Achievement and Student Behavior completed in 2007 by Buckenmeyer and Feltas of Purdue University and Indiana University looked at several schools using the YogaKids curriculum in the classroom and the corresponding effect on test scores, student behavior in class and at home, concentration, self-image and other factors. The study came to the conclusion that the yoga program contributed to increased subject retention, increasingly positive attitudes in students, better posture, fitness and self-image and enhanced communication and problem solving skills. The schools studied also began to provide a more participatory, community-oriented learning environment as a result of their participation in the yoga program. (http://www.yogaflavoredlife.com/news/yoga-schools.html)
A 2000 study by cardiologist Herbert Benson concluded that students achieved higher GPA’s and higher marks in cooperation and work habits than students who did not participate in the year long relaxation curriculum. Students maintained these improvements for a minimum of two years.
Students’ Stanford Achievement Test scores at The Accelerated School (TAS) in Los Angeles increased by 93% between 1997 and 2001 after providing yoga to their students. Time magazine named TAS the elementary school of the year in 2001. Yoga appears to increase focus and create a subtle motivation to learn. A 2003 study at TAS found the Yoga Ed® program improved self-esteem and behavior.
In 2003 Stueck and Gloeckner studied the effects of yoga on 48 fifth grade students and found them to be less fearful, less aggressive and feelings of helplessness decreased. Students were found to use the breathing techniques outside of school to increase and channel energy and decrease anxiety.
Studies by Jensen and Kenny, School of Behavioral and Community Health Science, University of Sydney have found that yoga may be an alternative or adjunct in ADHD care, particularly as medications wear off.
(http://www.examiner.com/x-10039-Chicago-Yoga-Examiner-y2009md11-Fit-Kids-yoga...)
In a small sample study, R. Fridholm concluded that a systematic use of yoga postures, breathing exercises and guided relaxation “provided useful strategies for emotional regulation for children with autism spectrum disorders. (http://www.yogachicago.com/mar07/yogachildren.shtml)
In conclusion, making yoga an integral part of our Health and Physical Education curriculum is an excellent idea for the following reasons:
1 – Falls under Health and Physical Education C.C.C.S numbers:
2.1 Wellness, strand 2.1.2 F- Social and Emotional health
2.2 Integrated Skills, strand 2.22 A- Communication, D- Character Development
2.5 Motor Skill Development, strand 2.52 A- Movement Skills, B- Movement
Concepts.
2.6 Fitness, strand 2.62 A- Fitness and Physical Activity, C- Achieving and Assessing Fitness.
2 – Builds strength and stamina and increases flexibility.
3 – Flexibility reduces injuries in students who participate in competitive athletics.
4 – Improves concentration and relaxation skills, which students can utilize in academics.
5 – Students can use breathing techniques to increase energy when tired or calm and soothe when under stress.
6 – Improves subject retention and problem solving skills and work habits.
7 – Increases self-esteem and self- awareness.
8 – Helps students with ADHD manage their symptoms.
9 – Decreases undesirable behaviors.
10 –Helps typical and special education students regulate emotions and manage aggression.
REFERENCES
Yoga in Schools, Charlotte Bradley Retrieved September 29, 2009
(http://www.yogaflavoredlife.com/news/yoga-schools.html)
Fit Kids’ Yoga 101: the benefits of yoga for children, Alison Curtis
Retrieved September 29, 2009
(http://www.examiner.com/x-10039-Chicago-Yoga-Examiner-y2009md11-Fit-Kids-yoga...)
Yoga for Children—Now Proven Effective!, Mira Binzen Retrieved September 29, 2009
(http://www.yogachicago.com/mar07/yogachildren.shtml
About the author:
Wendy Beffert has been teaching Yoga to adults and children since 1999 and is dually certified to do so. She is a registered member of the Yoga Alliance, a New Jersey state certified Health & Physical Education Teacher, has a B.A in Physical Education and Adult Fitness, and is currently pursuing certification in special populations through the American College of Sports Medicine. She has been teaching Adaptive Physical Education and Health, which includes Yoga, for autistic and other special needs populations ranging in age from 3-21 since 2008. The above proposal granted her the approval to develop and implement the first ever, highly successful Yoga program at the Developmental Learning Center in NJ, a public school. She is currently teaching Adaptive Physical Education and Health at Celebrate The Children in New Jersey, a private school. She also teaches Yoga privately to typical and special needs adults and children.
Yoga helps children with autism learn by increasing focus and decreasing anxiety
FEBRUARY 25, 2013
BY: MIKE FRANDSEN http://www.coachmike.net/index.php
Credits: Edwards/Getty Images
Yoga can help children with autism improve focus and relaxation, decrease anxiety, and prepare them for learning cognitive and social skills.
While children on the autism spectrum take part in therapies focusing on behavioral, cognitive and social skills, yoga is an underused but growing intervention that can benefit kids with autism in multiple ways.
Yoga can help those with autism increase their ability to focus, calm overactive minds, and reduce anxiety. Yoga can also indirectly improve cognitive, communication and social skills.
In yoga, students are imitating the movements of the instructor. Imitation and joint attention, two skills used in yoga, have been shown to be early indicators of how well children with autism will learn language and other skills. Joint attention occurs when children use eye gaze or gestures such as pointing to communicate with others. Imitation is considered critical in learning cognitive and social skills.
In a study published in the International Journal of Yoga in Jan. 2010, children with autism who participated in yoga improved their imitative skills, eye contact and non-verbal communication. Imitation increased in the areas of gross motor skills, vocalization, complex movements, oral-facial movements, and breathing exercises.
A significant problem children with autism often have is a short attention span, which results in an inability to concentrate and stay on topic. One of the goals of yoga is to calm children whose minds are constantly going in different directions.
Yoga can also help children who easily become anxious and frustrated become more relaxed. For children with sensory integration disorders, calming the mind can reduce outside distractions.
Taking deep breaths and holding poses while remaining quiet can help calm children. Staring at an item such as a ball or a picture for a minute while taking deep breaths can improve concentration.
The final pose in a yoga class, shavasana, relaxes the mind and the body by having students lie down quietly for a few minutes. Most autism therapies do not have an equivalent practice.
Children with autism often feel comfortable following routines, so another benefit of yoga is that most classes go through a series of similar poses week after week.
Those with autism often possess poor motor skills and problems with balance and proprioception, meaning a lack of self-awareness of where the body is in space. Yoga can improve these areas while increasing flexibility and muscle tone, which are often low in children with autism.
Yoga classes for special needs children are increasing, but yoga may be new to many schools and therapy programs.
Parents can suggest that schools incorporate after school yoga programs or short yoga sessions during breaks in classes. Another possibility is for parents to get together with parents of several similarly skilled students and request that yoga studios hold classes for kids with autism. In this case the yoga studio doesn’t have to worry about a dearth or an overflow of students.
Yoga teachers often give private lessons anyway, so they may be willing to do semi-private lessons or small classes with anywhere from two to about six students.
Yoga classes for children with autism should ideally be shorter than regular classes, such as 30-45 minutes as opposed to an hour or longer, at least until students get adjusted to yoga.
But how can children with autism effectively participate in yoga classes, which require a certain level of focus and relaxation, attributes that many kids on the spectrum lack?
Sometimes a child with autism can attend a yoga class with developmentally typical children, if the kids in the class are a few years younger than the student with autism. In these situations, it is often best for the child to have a parent or therapist shadowing him. In special needs classes, many children will also benefit from one-on-one aides.
For children with autism, the complicated names of poses should be made easy to understand. Some are already easy to follow such as tree, mountain, down dog, and cat poses. Labeling more of them this way, as animals or objects from nature, can make the experience more kid-friendly.
Occasionally using music or guiding children to participate in an interactive game at least once per class can help them remain engaged.
Encouragement can have a major impact on the success of students. Negative statements can become self-fulfilling prophecies. Instead, emphasizing the child’s accomplishments can work wonders for students’ confidence.
Some interruptions from the child are to be expected. When shadowing a child with autism in a yoga class, it is usually best to provide positive reinforcement as much as possible, while redirecting the child to follow the instructor’s directions when she gets distracted. Taking a break or two during class may help, and preparing the child by practicing at home should give her more confidence.
If joining a yoga class or participating in a semi-private lesson is too ambitious, teachers and therapists can practice yoga with students for several minutes before teaching sessions and during breaks to prepare children better for learning.
Children who cannot yet participate in yoga classes can also do yoga at home with parents, who can demonstrate poses with yoga cards.
Taking deep breaths, doing yoga poses or exercises, or taking breaks are always excellent strategies for kids to use when they get upset.
Integrating yoga with some of the many interventions available for children with autism can help prepare kids for learning cognitive, social and life skills by improving focus and relaxation, decreasing anxiety, and practicing imitative abilities.
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Exercise or religion? Yoga is for everyone: ColumnRichard Karpel , USATODAY12:50 p.m. EDT May 20, 2013
Yoga can clearly be practiced in harmony with any religion, or with no religion, and is diverse and flexible enough to adapt to any setting. (Photo: Gregory Bull, AP)
STORY HIGHLIGHTS
Millions of people of varying religious beliefs practice yoga and find that it enhances their spiritual life. Millions of others view it strictly as physical exercise and an aid to mindfulness.
Most of them would be baffled at the notion that yoga has anything to do with religion. "People come to our studios to get into shape and relieve stress," says Brandon Hartsell, chairman of Yoga Alliance and the owner of Sunstone Yoga, which has 12 locations in the Dallas area. "They are not looking for a religious experience."
Yet, in Encinitas, Calif., the parents of one child, backed by a Christian defense organization, have sued the Encinitas Union School District claiming a physical education program that includes bi-weekly yoga sessions constitutes religious indoctrination. The plaintiffs allege that the School District's decision to include yoga in its P.E. classes "unlawfully promotes religious beliefs, while disfavoring and discriminating against other religions," in violation of the California Constitution's religious freedom provisions. Because the suit portrays yoga as inherently religious in nature, it could deter yoga programs in schools across the U.S., with a potential impact extending far beyond southern California.
Like many scholars of yoga and religion, Christopher Chapple, professor of Indic and Comparative Theology at Loyola Marymount University, says that yoga is a non-sectarian practice. The Yoga Sutras, the most commonly cited classical text that forms the basis for both traditional and contemporary yoga philosophy, make no specific theological claims, according to Chapple. It is the non-sectarian nature of this text that has allowed it to resonate for more than 1,500 years, he says.
In fact, those like Chapple -- who have taken the time to study the texts of yoga, the context in which it was created and how it evolved into the modern practice it is today -- all say the same thing: Yoga is for everyone.
Although it doesn't always mean the same thing to everyone.
Philip Goldberg, an author and ordained Interfaith Minister who has studied the migration of yoga from India to the U.S., recently noted that diversity of style and meaning is one of the defining characteristics of modern yoga. "'Yoga' means different things to different people, has a broad spectrum of applications and can legitimately be presented in a variety of formats, contexts and rubrics," he wrote. "In fact, its adaptability is among its greatest strengths."
Mark Singleton, a yoga scholar who teaches at St. John's College in Santa Fe, notes that many of the influential pioneers of modern hatha yoga insisted on its non-sectarian, democratic and secular nature, and sometimes had an aversion to the association of yoga with religion. This, says Singleton, is in keeping with the anti-sectarian spirit of early Indian hatha yoga.
It is also consistent with the yoga being taught to students in Encinitas. "We're not teaching religion," said EUSD Superintendent Timothy Baird. "We teach a very mainstream physical fitness program that happens to incorporate yoga into it. It's part of our overall wellness program. The vast majority of students and parents support it."
And why wouldn't they support it? The physical and mental well-being of our children is just as important as their intellectual development, which is why contemporary education movements seek to shift the focus of education policy from academic achievement to nurturing the overall development of children.
Yoga fits in quite well with this vision. Research demonstrates that it has a positive impact on children's concentration, demeanor, physical health and attitude. It's hardly surprising, then, that yoga-in-school programs, like the Washington, D.C.-basedYoKid.org, are widely praised by both teachers and parents.
The great majority of scholars of religion and yoga refute the plaintiffs' claim in the Encinitas case -- that yoga is "inherently and pervasively religious." Yoga can clearly be practiced in harmony with any religion, or with no religion, and is diverse and flexible enough to adapt to any setting. "There are a vast range of reasons why people do yoga," says Philip Goldberg, "from very secular, practical, body-oriented people, to the most spiritual people on the planet, and everything in between. And it serves all of those purposes because these are universal teachings."
Richard Karpel is the president and CEO of Yoga Alliance, the Arlington, Va.-based nonprofit organization that represents and credentials yoga teachers, schools and studios.
In addition to its own editorials, USA TODAY publishes diverse opinions from outside writers, including our Board of Contributors.
While children on the autism spectrum take part in therapies focusing on behavioral, cognitive and social skills, yoga is an underused but growing intervention that can benefit kids with autism in multiple ways.
Yoga can help those with autism increase their ability to focus, calm overactive minds, and reduce anxiety. Yoga can also indirectly improve cognitive, communication and social skills.
In yoga, students are imitating the movements of the instructor. Imitation and joint attention, two skills used in yoga, have been shown to be early indicators of how well children with autism will learn language and other skills. Joint attention occurs when children use eye gaze or gestures such as pointing to communicate with others. Imitation is considered critical in learning cognitive and social skills.
In a study published in the International Journal of Yoga in Jan. 2010, children with autism who participated in yoga improved their imitative skills, eye contact and non-verbal communication. Imitation increased in the areas of gross motor skills, vocalization, complex movements, oral-facial movements, and breathing exercises.
A significant problem children with autism often have is a short attention span, which results in an inability to concentrate and stay on topic. One of the goals of yoga is to calm children whose minds are constantly going in different directions.
Yoga can also help children who easily become anxious and frustrated become more relaxed. For children with sensory integration disorders, calming the mind can reduce outside distractions.
Taking deep breaths and holding poses while remaining quiet can help calm children. Staring at an item such as a ball or a picture for a minute while taking deep breaths can improve concentration.
The final pose in a yoga class, shavasana, relaxes the mind and the body by having students lie down quietly for a few minutes. Most autism therapies do not have an equivalent practice.
Children with autism often feel comfortable following routines, so another benefit of yoga is that most classes go through a series of similar poses week after week.
Those with autism often possess poor motor skills and problems with balance and proprioception, meaning a lack of self-awareness of where the body is in space. Yoga can improve these areas while increasing flexibility and muscle tone, which are often low in children with autism.
Yoga classes for special needs children are increasing, but yoga may be new to many schools and therapy programs.
Parents can suggest that schools incorporate after school yoga programs or short yoga sessions during breaks in classes. Another possibility is for parents to get together with parents of several similarly skilled students and request that yoga studios hold classes for kids with autism. In this case the yoga studio doesn’t have to worry about a dearth or an overflow of students.
Yoga teachers often give private lessons anyway, so they may be willing to do semi-private lessons or small classes with anywhere from two to about six students.
Yoga classes for children with autism should ideally be shorter than regular classes, such as 30-45 minutes as opposed to an hour or longer, at least until students get adjusted to yoga.
But how can children with autism effectively participate in yoga classes, which require a certain level of focus and relaxation, attributes that many kids on the spectrum lack?
Sometimes a child with autism can attend a yoga class with developmentally typical children, if the kids in the class are a few years younger than the student with autism. In these situations, it is often best for the child to have a parent or therapist shadowing him. In special needs classes, many children will also benefit from one-on-one aides.
For children with autism, the complicated names of poses should be made easy to understand. Some are already easy to follow such as tree, mountain, down dog, and cat poses. Labeling more of them this way, as animals or objects from nature, can make the experience more kid-friendly.
Occasionally using music or guiding children to participate in an interactive game at least once per class can help them remain engaged.
Encouragement can have a major impact on the success of students. Negative statements can become self-fulfilling prophecies. Instead, emphasizing the child’s accomplishments can work wonders for students’ confidence.
Some interruptions from the child are to be expected. When shadowing a child with autism in a yoga class, it is usually best to provide positive reinforcement as much as possible, while redirecting the child to follow the instructor’s directions when she gets distracted. Taking a break or two during class may help, and preparing the child by practicing at home should give her more confidence.
If joining a yoga class or participating in a semi-private lesson is too ambitious, teachers and therapists can practice yoga with students for several minutes before teaching sessions and during breaks to prepare children better for learning.
Children who cannot yet participate in yoga classes can also do yoga at home with parents, who can demonstrate poses with yoga cards.
Taking deep breaths, doing yoga poses or exercises, or taking breaks are always excellent strategies for kids to use when they get upset.
Integrating yoga with some of the many interventions available for children with autism can help prepare kids for learning cognitive, social and life skills by improving focus and relaxation, decreasing anxiety, and practicing imitative abilities.
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Exercise or religion? Yoga is for everyone: ColumnRichard Karpel , USATODAY12:50 p.m. EDT May 20, 2013
Yoga can clearly be practiced in harmony with any religion, or with no religion, and is diverse and flexible enough to adapt to any setting. (Photo: Gregory Bull, AP)
STORY HIGHLIGHTS
- Most who practice yoga would be baffled at the notion that it has anything to do with religion.
- Parents in California have sued a school district because the P.E. program includes yoga.
- But many scholars of yoga and religion say it is a non-sectarian practice.
Millions of people of varying religious beliefs practice yoga and find that it enhances their spiritual life. Millions of others view it strictly as physical exercise and an aid to mindfulness.
Most of them would be baffled at the notion that yoga has anything to do with religion. "People come to our studios to get into shape and relieve stress," says Brandon Hartsell, chairman of Yoga Alliance and the owner of Sunstone Yoga, which has 12 locations in the Dallas area. "They are not looking for a religious experience."
Yet, in Encinitas, Calif., the parents of one child, backed by a Christian defense organization, have sued the Encinitas Union School District claiming a physical education program that includes bi-weekly yoga sessions constitutes religious indoctrination. The plaintiffs allege that the School District's decision to include yoga in its P.E. classes "unlawfully promotes religious beliefs, while disfavoring and discriminating against other religions," in violation of the California Constitution's religious freedom provisions. Because the suit portrays yoga as inherently religious in nature, it could deter yoga programs in schools across the U.S., with a potential impact extending far beyond southern California.
Like many scholars of yoga and religion, Christopher Chapple, professor of Indic and Comparative Theology at Loyola Marymount University, says that yoga is a non-sectarian practice. The Yoga Sutras, the most commonly cited classical text that forms the basis for both traditional and contemporary yoga philosophy, make no specific theological claims, according to Chapple. It is the non-sectarian nature of this text that has allowed it to resonate for more than 1,500 years, he says.
In fact, those like Chapple -- who have taken the time to study the texts of yoga, the context in which it was created and how it evolved into the modern practice it is today -- all say the same thing: Yoga is for everyone.
Although it doesn't always mean the same thing to everyone.
Philip Goldberg, an author and ordained Interfaith Minister who has studied the migration of yoga from India to the U.S., recently noted that diversity of style and meaning is one of the defining characteristics of modern yoga. "'Yoga' means different things to different people, has a broad spectrum of applications and can legitimately be presented in a variety of formats, contexts and rubrics," he wrote. "In fact, its adaptability is among its greatest strengths."
Mark Singleton, a yoga scholar who teaches at St. John's College in Santa Fe, notes that many of the influential pioneers of modern hatha yoga insisted on its non-sectarian, democratic and secular nature, and sometimes had an aversion to the association of yoga with religion. This, says Singleton, is in keeping with the anti-sectarian spirit of early Indian hatha yoga.
It is also consistent with the yoga being taught to students in Encinitas. "We're not teaching religion," said EUSD Superintendent Timothy Baird. "We teach a very mainstream physical fitness program that happens to incorporate yoga into it. It's part of our overall wellness program. The vast majority of students and parents support it."
And why wouldn't they support it? The physical and mental well-being of our children is just as important as their intellectual development, which is why contemporary education movements seek to shift the focus of education policy from academic achievement to nurturing the overall development of children.
Yoga fits in quite well with this vision. Research demonstrates that it has a positive impact on children's concentration, demeanor, physical health and attitude. It's hardly surprising, then, that yoga-in-school programs, like the Washington, D.C.-basedYoKid.org, are widely praised by both teachers and parents.
The great majority of scholars of religion and yoga refute the plaintiffs' claim in the Encinitas case -- that yoga is "inherently and pervasively religious." Yoga can clearly be practiced in harmony with any religion, or with no religion, and is diverse and flexible enough to adapt to any setting. "There are a vast range of reasons why people do yoga," says Philip Goldberg, "from very secular, practical, body-oriented people, to the most spiritual people on the planet, and everything in between. And it serves all of those purposes because these are universal teachings."
Richard Karpel is the president and CEO of Yoga Alliance, the Arlington, Va.-based nonprofit organization that represents and credentials yoga teachers, schools and studios.
In addition to its own editorials, USA TODAY publishes diverse opinions from outside writers, including our Board of Contributors.