Headstand’s unique curriculum for K-12 schools was designed in collaboration with experts from the fields of education, yoga, health, and wellness. The Headstand curriculum is research-based and blends yoga exercise and stress reduction techniques with integrated educational theory.

Headstand’s K-12 programming is designed to support the curriculum, values, and culture of each school. Headstand classes and teachers become an integrated part of the school community. Each Headstand class has a dedicated classroom and runs as part of the standard curriculum for the length of the school year. The yoga room provides a safe haven where teachers can work with students on a one-on-one basis and provide individual mentoring as needs arise.

In partnership with school leaders, Headstand provides measurement tools to help schools assess overall program effectiveness and ongoing budget and curriculum planning.

In September 2008, Headstand launched the pilot program in the KIPP Summit Academy (KSA), a successful middle school in San Lorenzo, California. Students at KSA took weekly Headstand yoga classes that include stretching, breathing, and visualization exercises. Teachers were offered yoga classes twice a week, as well.

The short-term results of the Pilot Program are compelling. Students reported:

• Increased concentration
  
• Reduced stress
  
• Stronger physical fitness
  
• Emotional wellness
  

Specifically, Headstand’s pilot program resulted in 98% KIPP Summit students experiencing a decrease in feelings of stress after Headstand's yoga class, and being “ready-to-learn”. Teachers and students alike praised the program. Teachers and administrators agreed that Headstand adds a missing component for social and emotional learning to the school curriculum. [Results from 2009 and 2010 surveys of all Headstand program students.] 

A number of independent research studies support Headstand's own survey results:

• A 2003 study by California State University, Los Angeles found that yoga improved students' behavior, physical health and academic performance, as well as attitude toward themselves. 

• A 2003 study by Leipzig University reported that yoga reduces feelings of helplessness and aggression, and in the long term helps emotional balance. 
• A 2004 study by Jensen and Kenny found that yoga may improve attention and emotional control in ADHD students. There was a reported reduction of mood swings and temper outbursts.    
  

• A 2009 University of Sydney study found that yoga reduced impulsive behavior and ADHD behaviors in students enrolled in schools for disruptive behavior.
• A 2008 study by Powell, Gilchrist and Stapely found that a combined yoga, massage, and relaxation program gave students improvements in self-confidence, social confidence, communication, and contribution in class. 
  
• Nardo and Reynolds (2002) (as cited in Peck, Kehle, Bray, & Theodore, 2005) reported that yoga promotes self-control, attention, concentration, self-efficacy, body awareness, and stress reduction.