{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,15]],"date-time":"2026-07-15T05:07:50Z","timestamp":1784092070741,"version":"3.55.0"},"reference-count":93,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,7,15]],"date-time":"2026-07-15T00:00:00Z","timestamp":1784073600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Public Health"],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Vietnamese teachers face substantial and persistent work-related stress, yet brief, scalable mind - body interventions have been underexplored in this context. This preliminary study aimed to evaluate the effects of chair yoga practice on stress reduction and the sustainability of benefits with ongoing practice among high school teachers in Vietnam.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Using a quasi-experimental design, 41 teachers participated in a five-day, school-based chair yoga intervention. Psychological distress was assessed with the DASS-10, and brief written reflections were collected at baseline, immediately after intervention, 2 weeks, and 3\u202fmonths. Quantitative analyses examined changes in DASS-10 scores and time \u00d7 practice frequency interactions, while qualitative content analysis explored perceived benefits, challenges, and their evolution across time points.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Distress decreased significantly immediately after the intervention [Cohen\u2019s d\u202f=\u202f0.779, 95% CI (0.425, 1.125)]. Over time, a clear dose\u2013response pattern emerged: teachers who practiced chair yoga regularly (approximately 1\u20132 times per week) showed the largest and most sustained reductions in distress, whereas those who rarely or never practiced demonstrated partial loss or rebound of symptoms, reflected in large time \u00d7 practice interaction effects at 2\u202fweeks (\u03b7p\n                      <jats:sup>2<\/jats:sup>\n                      \u202f=\u202f0.382) and 3\u202fmonths (\u03b7p\n                      <jats:sup>2<\/jats:sup>\n                      \u202f=\u202f0.537). Qualitative findings paralleled these trajectories: initial reflections emphasized relaxation and stress relief alongside physical and scheduling challenges; by 2\u202fweeks, participants increasingly described transformation experiences and greater bodily comfort; by 3\u202fmonths, they reported a more stable profile of psychological and physical benefits, despite persistent external barriers to practice.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>A brief chair yoga intervention appears feasible and acceptable in a Vietnamese high school and can rapidly reduce teacher distress, with regular ongoing practice associated with more durable benefits and the development of chair yoga as a habitual coping strategy. However, the quasi-experimental, single-site design, modest sample, attrition, end-of-year timing of the final follow-up, and coarse self-reported adherence measures mean that these findings should be considered preliminary. Even so, the results contribute to growing evidence that low-cost, school-based mind\u2013body interventions may support teacher wellbeing and highlight the need for controlled trials and implementation research in diverse educational settings.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpubh.2026.1867357","type":"journal-article","created":{"date-parts":[[2026,7,15]],"date-time":"2026-07-15T04:47:12Z","timestamp":1784090832000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["The effects of chair yoga practice on stress reduction among high school teachers in Vietnam: a preliminary quasi-experimental study"],"prefix":"10.3389","volume":"14","author":[{"given":"Tra Thi Thanh","family":"Kieu","sequence":"first","affiliation":[{"name":"Department of Psychology, HCMC University of Education","place":["Ho Chi Minh City, Vietnam"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,7,15]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"10706","DOI":"10.3390\/ijerph191710706","article-title":"Stress, burnout, anxiety and depression among teachers: a scoping review","volume":"19","author":"Agyapong","year":"2022","journal-title":"Int J Environ Res Public Health"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"784243","DOI":"10.3389\/fpsyg.2021.784243","article-title":"The relationship between teacher job stress and burnout: a moderated mediation model","volume":"12","author":"Zhao","year":"2022","journal-title":"Front Psychol"},{"key":"ref3","doi-asserted-by":"publisher","first-page":"14","DOI":"10.3389\/fpsyg.2023.1342598","article-title":"Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher\u2013student relationships","volume":"14","author":"Wang","year":"2024","journal-title":"Front Psychol"},{"key":"ref4","doi-asserted-by":"publisher","first-page":"105318","DOI":"10.1016\/j.actpsy.2025.105318","article-title":"Five decades of teacher burnout research (1970\u20132024): a comprehensive bibliometric analysis","volume":"259","author":"Yao","year":"2025","journal-title":"Acta Psychol"},{"key":"ref5","doi-asserted-by":"publisher","first-page":"S948","DOI":"10.1192\/j.eurpsy.2023.2010","article-title":"Burnout and associated psychological issues among teachers: a scoping review","volume":"66","author":"Agyapong","year":"2023","journal-title":"Eur Psychiatry"},{"key":"ref6","doi-asserted-by":"publisher","first-page":"27","DOI":"10.1080\/00131910120033628","article-title":"Teacher stress: directions for future research","volume":"53","author":"Kyriacou","year":"2001","journal-title":"Educ Rev"},{"key":"ref7","doi-asserted-by":"publisher","first-page":"733","DOI":"10.1080\/08870446.2019.1568013","article-title":"Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism","volume":"34","author":"Garc\u00eda-Arroyo","year":"2019","journal-title":"Psychol Health"},{"key":"ref8","first-page":"907","author":"Clipa","year":"2015"},{"key":"ref9","doi-asserted-by":"publisher","first-page":"116","DOI":"10.2478\/aiht-2024-75-3825","article-title":"Burnout syndrome among preschool teachers in Serbia","volume":"75","author":"Piperac","year":"2024","journal-title":"Arh Hig Rada Toksikol"},{"key":"ref10","doi-asserted-by":"publisher","first-page":"51","DOI":"10.1080\/01443410.2018.1500681","article-title":"Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress","volume":"39","author":"Putwain","year":"2018","journal-title":"Educ Psychol"},{"key":"ref11","volume-title":"Results from TALIS 2024: The State of Teaching [Internet]","year":"2025"},{"key":"ref12","doi-asserted-by":"publisher","first-page":"73","DOI":"10.3389\/fpubh.2016.00073","article-title":"Stress sources and manifestations in a nationwide sample of pre-primary, primary, and secondary educators in Greece","volume":"4","author":"Kourmousi","year":"2016","journal-title":"Front Public Health"},{"key":"ref13","doi-asserted-by":"publisher","first-page":"412","DOI":"10.1177\/0014402917690729","article-title":"Too stressed to teach? 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