Regular meditators also showed significant increases in class attendance and even greater improvements in resilience. The study was made possible by a $157,000 grant from the Metter Fund to the Center for Wellness and Achievement in Education, our partner organization in San Francisco, and was published in the July edition of Contemporary School Psychology.

The longitudinal study matched 141 freshmen at a participating “Quiet Time” school with 53 freshmen at a comparison school in the same district. After six months of Transcendental Meditation practice, the Quiet Time group exhibited a statistically significant increase in resilience and statistically significant reduction in anxiety as compared to controls. The Quiet Time group was nearly a half of a standard deviation (0.44) above the comparison group in resilience and over a half of a standard deviation (-0.59) below the comparison group in anxiety.

In addition, within the Quiet Time group, students who meditated regularly showed a significant increase in attendance levels over irregular meditators, as well as an even larger increase in levels of resilience.  After participating in Quiet Time, students also self-reported increases in their sleep, happiness, and self-confidence.

“These results contribute to the growing research documenting the link between practicing meditation or other Quiet Time activities and student well-being and achievement,” says Staci Wendt, WestEd Research Associate and principal investigator for the study.


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