Stretching

Overview

Stretching can provide a mental break for students and can help them to reconnect with their bodies and be present. This activity is designed to be used at the beginning or midway through a class that deals with emotionally challenging topics. It could also be used when students seem to be feeling tired or are having difficulties focusing.

Useful for

Materials

Procedure

Share the purpose of the activity before you actually begin the exercise. For instance, “This is an activity that is meant to help students recharge and refocus their minds. Also, the activity is meant to bring calm in the face of challenging subject matter.” You might also mention that students can use stretching exercises on their own to wake up their bodies and minds.
Give options. Not all students will be comfortable fully embracing the activity. That is okay. They can just participate to whatever extent they feel comfortable. Additionally, not all students will be physically able to complete the entirety of the stretches, so make sure to give options for partial stretches. Do whatever is necessary for students to not feel self-conscious.
Participate. It will help students feel more engaged and invested if they see their professor completing the stretches alongside them. Plus it demonstrates that you buy into the benefits of stretching yourself.
Shut off lights. The exercise should be done in a dim or almost fully dark classroom. Students may remain next to their desks, but having the room darker will allow them to feel less self-conscious and allow them to relax.
Protect all students in this activity. Offer options of how to participate, but underline that it is key that all students be silent, even if they choose to not participate in the stretches.
Going forward you can encourage students to draw on this activity whenever they feel dysregulated in class. Students may step outside and do some stretches on their own or even quietly perform some stretching at their desks when they are feeling distracted or anxious.