Helping adolescents navigate examination stress: Evaluation of an accessible yogic intervention

Adolescence is a developmental period marked by ongoing maturation of self-regulatory capacities, which are often challenged in academic settings. The present study evaluates a concise, accessible yoga-based intervention to support adolescents during heightened academic demands, with examinations serving as a context for studying stress-related functioning. In a randomized controlled trial, adolescents (N = 80) were assigned to either a yoga or control group. The intervention comprised two 21-minute modules practiced on alternate days over four weeks prior to examinations. Pre–post assessments included examination anxiety and related indicators of stress-associated dysregulation, including concentration difficulties, problematic internet use, and sleep disturbances. Compared with controls, students in the yoga group showed significant improvements across all measured outcomes, with strong effects observed for problematic internet use and examination anxiety. These findings suggest that brief, accessible yogic practices may provide a scalable approach for helping adolescents navigate periods of heightened academic stress, such as examinations.