Mindfulness Practices in Adaptive Art: Yoga, Qigong, Meditation, and Art for Adaptive Learners

As a high school art teacher, I have the privilege of teaching two full-year Adaptive Art classes. This year, I’m embarking on a journey to explore how mindfulness practices—like yoga, qigong, and meditation—can positively impact my students' experiences in the art room.

The Driving Question

How can integrating mindfulness practices into art class help my students?

This question will guide my reflections and observations throughout the school year.

Introducing Wellness Thursdays

To begin, I’ve designated Wellness Thursdays as a day to incorporate mindfulness into our art curriculum. This choice was intentional: our Occupational Therapist and Speech and Language Pathologist are present in the classroom on Thursdays, allowing for a more collaborative and supportive environment.

Mindfulness activities are woven into our art lessons in simple, accessible ways—such as chair yoga, guided meditation, and qigong. When possible, we’ll use the small gym with yoga mats and blocks, or the school’s Wellness Room when it’s available.

Our First Wellness Thursday

On our first day, we began with a two-word check-in, where everyone in the room—students, nurses, paraeducators, therapists, and myself—shared two words to describe how they were feeling. This inclusive practice set a tone of connection and awareness. My words were excited and happy for the opportunity to share my love of yoga and wellness with my students.

We then moved into a 15-minute chair yoga session. I guided students through gentle poses: "Inhale, lift your arms to the sky… Exhale, bring arms back down…"

After the yoga practice, we did a follow-up check-in using thumbs up, thumbs to the side, or thumbs down. Most students indicated they felt better after participating.

A Creative Approach to Participation

One student chose not to participate in the yoga session. Rather than insisting, I invited him to be our control group for the day. I explained my hypothesis: "After 15 minutes of chair yoga, we’ll feel better than we did before."

He observed the session and reported feeling “a little better” afterward—perhaps due to mirror neurons or simply being part of the calm environment. I’m hopeful he’ll choose to join us next time.

Inclusive Communication

Some of my students use communication devices, while others are nonverbal. One student, who is nonverbal and uses a wheelchair, participated in the two-word check-in through a simple choice gesture. I offered two options with my hands:

• Right hand: “Are you feeling good?”

• Left hand: “Or are you feeling not good?”

He reached for my right hand and smiled. I responded, “[Student’s name] is feeling good today.” I’m committed to finding more ways to include all students meaningfully in these practices.

Looking Ahead

As we continue our Wellness Thursdays, I’m excited to observe how these mindfulness practices shape our classroom environment and support my students’ emotional and creative growth. Adaptive Art is more than just making—it’s about connection, expression, and creating space for every student to feel seen and supported.

This journey is just beginning, and I’m hopeful that integrating mindfulness into our art curriculum will foster not only artistic exploration but also a deeper sense of well-being for everyone in the room.

Stay tuned for updates as we learn, adapt, and grow together.