EFFECT OF YOGA-BASED INTERVENTION ON MENTAL HEALTH AND EMOTIONAL REGULATION AMONG CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD): A QUALITATIVE ANALYSIS.

Abstract

Children with special needs often face challenges related to emotional regulation, anxiety, and behavioural adjustment, which may affect their overall mental wellbeing and classroom participation. In recent years, yoga has been recognised as a holistic mind–body practice that may support psychological wellbeing among children. The present study explores the perceived impact of a structured yoga-based intervention on the mental health and emotional regulation of children with special needs. A qualitative research design was adopted to gain an in-depth understanding of participants’ experiences and behavioural changes following yoga practice. Data were collected through classroom observations, teacher interviews, and reflective notes during the implementation of an eight-week yoga program. Thematic analysis was used to identify recurring patterns and themes related to emotional stability, attention, behavioural regulation, and social interaction. The findings suggest that yoga practices contributed to improved calmness, better emotional control, enhanced concentration, and more positive classroom behaviour among children with special needs. The study highlights the potential of yoga-based interventions as a supportive educational strategy for promoting mental wellbeing in inclusive and special education settings.