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Purpose Due to multiple and increasing stressors including large classroom sizes, increased educational requirements and decreased personal attention, children in public schools are at a greater risk than ever of developing behavioral, anxiety and stress-related disorders. These problems have contributed to poor test scores and academic performance, as well as decreased high school graduation rates. The drop-out rate among U.S. students was 9.1% in 2009 and is approaching 50% in urban high schools. To remedy these problems, public school systems needs to provide their schools with more effective tools for coping with academic and social pressures. While the physical and mental benefits of mind-body practices are well-established in adult populations, comparatively little research exists on the potential benefits of these selfmanagement skills in children, especially in urban areas. To begin to address this knowledge gap, we reviewed the published literature on mind-body practices in children.

OA13.02. Utilizing mind-body practices in public schools: teaching self-regulation skills and fostering resilience in our next generation