Using the COM-B model to identify barriers and facilitators to implementing school-based yoga in UK secondary schools: A qualitative focus group study with recommendations.

OBJECTIVES: Yoga may provide schools with a low-cost method to promote young people's health; however, most of the evidence supporting this comes from US sources. This study explored interest holders' perceptions, including barriers, facilitators, and recommendations, regarding yoga in schools to inform UK-specific school-based yoga programmes. DESIGN: A focus group study based on UK Medical Research Council guidance to engage interest holders. METHOD: Seven focus groups (FG) were conducted with secondary school interest holders (n = 23): eight schoolteachers (n = 3 FG), eight yoga instructors (n = 2 FG), and seven school pupils aged 12-15 years (n = 2 FG). All but one of the study participants were female. Semi-structured topic guides, developed with experts in yoga and education, explored participants' views on yoga in schools. Data were analysed using Braun & Clarke's thematic analysis and mapped using the Capability, Opportunity, Motivation-Behaviour (COM-B) Model. RESULTS: Teachers perceived a lack of psychological ability to deliver yoga, reporting limited training and confidence. Physical barriers included unsuitable classroom spaces, school uniform requirements, time constraints, and limited funding. Social barriers included mixed perceptions of yoga among staff and school pupils, sometimes viewed as feminine or unfamiliar. Nonetheless, reflective motivation was high: participants recognised the potential benefits of yoga and supported its inclusion if designed appropriately. Recommendations included the need for tailored and responsive classroom-friendly resources and teacher training to increase confidence. CONCLUSIONS: This study highlights behavioural and contextual factors that affect the implementation of yoga in UK secondary schools. Findings will be useful for developing new school-based yoga resources.