Impact & Savings – Education

70%

Reduction of School Drop-out

Within a Year

21%

Increase in High School

Graduation Rate

79%

Drop in School Suspensions

Over 3 Years

40%

Reduction in Stress, Anxiety,

 Depression in Students

Decreased Teacher Burnout

.

.

70%

Reduction of School Drop-out

Within a Year

21%

Increase in High School

Graduation Rate

 

79%

Drop in School Suspensions

Over 3 Years

40%

Reduction in Stress, Anxiety,

 Depression in Students

Decreased Teacher Burnout

70%

Reduction of School Drop-out

Within a Year

21%

Increase in High School

Graduation Rate

79%

Drop in School Suspensions

Over 3 Years

40%

Reduction in Stress, Anxiety,

 Depression in Students

Decreased Teacher Burnout

… Diving Easily Deep With-In

…To Reduce Students Drop-Out

… Diving Easily

Deep With-In

…To Reduce

Students Drop-Out

“Since I started meditating, I feel much stronger in character.

What I mean is that last year I was very sensitive but now I know how to react, I got stronger.

I’m also more sociable with my friends. I am more self-confident”

COVID-19 IMPACTING SCHOOLS AND AFFECTING STUDENTS’ MENTAL HEATH

In the face of the global COVID-19 pandemic, schools have confronted unprecedented challenges as they moved to quickly shift classes to an online format, provide equitable access for all students, support teachers’ and students’ educational needs, and make plans amidst great uncertainty. The pandemic itself has caused much worry, stress, and grief. These stressors can cause mental well-being challenges for anyone and can cause acute symptoms to appear for people who may experience preexisting mental health challenges. The closure of schools has led to concerns about some students being left behind, with many more facing mental health challenges as a result of the pandemic and with many students inclined not to go back to school and at risk of drop-out.

The European Commission’s science and knowledge service states that in response to COVID-19 “Ensuring student wellbeing and addressing their needs is key; they as well as their teachers need more support and training on how to maintain good mental health and boost resilience.”

In a statement, Dr Hans Henri P. Kluge, World Health Organization (WHO) Regional Director for Europe, said: “School closures and interventions such as distance learning may have a negative effect on children’s long-term educational outcomes. Children living with disabilities are further disadvantaged by school closures and inadequate distance learning measures to meet their needs. We owe it to the next generation, particularly those in vulnerable settings, to do everything we can to reduce vulnerabilities and to keep their in-person learning alive.”

INCREASED STUDENTS' STRESS AND ANXIETY DUE TO THE COVID-19 OUTBREAK

A Swiss study compared the social networks and mental health of students before and during the COVID-19 crisis, and found that “interaction and co-studying networks had become sparser, and more students were studying alone. Furthermore, students’ levels of stress, anxiety, loneliness, and depressive symptoms got worse, compared to measures before the crisis. Stressors shifted from fears of missing out on social life to worries about health, family, friends, and their future.”

Similarly, a survey in the USA reported increased stress and anxiety due to the COVID-19 outbreak in the majority of students. The stressors that contributed to this included:

  • fear and worry about their own health and of their loved ones (91% reported negative impacts of the pandemic),
  • difficulty in concentrating (89%),
  • disruptions to sleeping patterns (86%),
  • decreased social interactions due to physical distancing (86%),
  • and increased concerns on academic performance (82%).”

Findings from a survey shared with students from across the European Region show young people concerns about the immediate impact on their learning and well-being, as well as whether examinations and long-term plans, such as university, could be negatively affected.

Some students explained that they were feeling under pressure to complete work in a shorter time, while others said that in some cases, they lacked the ability to be properly educated at home; for example, if they have a poor internet connection or live in a vulnerable situation.

U.S. Parents Say COVID-19 Harming Child’s Mental Health

 

COVID-19 AFFECTING MENTAL HEALTH OF SCHOOL TEACHERS

Throughout the COVID-19 pandemic, teachers, school counselors, and school employees have remained acutely focused on supporting their students and continuing to do their jobs at this time. In some cases, this may mean teaching, caretaking (whether for children or other loved ones), and continuing to work through the same challenges that anyone else is. While resources related to mental health have been (rightfully) front and center for supporting students, parents, and others, less focus has been paid on maintaining the mental health of the educators who are also trying to find balance in our new way of living and remote teaching. 

Amid all the concern about how students and parents have adopted to COVID-19, teachers say their work-life balance and mental health have suffered too, as they try to meet unrealistic expectations.

A study surveying 73 teachers working in under-resourced schools in Southern California during the pandemic described how work-life balance has been affecting teachers’ well-being and how some have been experiencing symptoms of secondary trauma.

This emergency has made it clear that countries need to invest in educators’ training, not only in the set of competences they need to create inclusive and innovative learning environments. While it is digital skills that are now under the magnifying glass, emotional intelligence, creativity and other supposedly soft skills are equally important.

COVID-19 IMPACTING SCHOOLS AND AFFECTING STUDENTS’ MENTAL HEATH

In the face of the global COVID-19 pandemic, schools have confronted unprecedented challenges as they moved to quickly shift classes to an online format, provide equitable access for all students, support teachers’ and students’ educational needs, and make plans amidst great uncertainty. The pandemic itself has caused much worry, stress, and grief. These stressors can cause mental well-being challenges for anyone and can cause acute symptoms to appear for people who may experience preexisting mental health challenges. The closure of schools has led to concerns about some students being left behind, with many more facing mental health challenges as a result of the pandemic and with many students inclined not to go back to school and at risk of drop-out.

The European Commission’s science and knowledge service states that in response to COVID-19 “Ensuring student wellbeing and addressing their needs is key; they as well as their teachers need more support and training on how to maintain good mental health and boost resilience.”

In a statement, Dr Hans Henri P. Kluge, World Health Organization (WHO) Regional Director for Europe, said: “School closures and interventions such as distance learning may have a negative effect on children’s long-term educational outcomes. Children living with disabilities are further disadvantaged by school closures and inadequate distance learning measures to meet their needs. We owe it to the next generation, particularly those in vulnerable settings, to do everything we can to reduce vulnerabilities and to keep their in-person learning alive.”

INCREASED STUDENTS' STRESS AND ANXIETY DUE TO THE COVID-19 OUTBREAK

A Swiss study compared the social networks and mental health of students before and during the COVID-19 crisis, and found that “interaction and co-studying networks had become sparser, and more students were studying alone. Furthermore, students’ levels of stress, anxiety, loneliness, and depressive symptoms got worse, compared to measures before the crisis. Stressors shifted from fears of missing out on social life to worries about health, family, friends, and their future.”

Similarly, a survey in the USA reported increased stress and anxiety due to the COVID-19 outbreak in the majority of students. The stressors that contributed to this included:

  • fear and worry about their own health and of their loved ones (91% reported negative impacts of the pandemic),
  • difficulty in concentrating (89%),
  • disruptions to sleeping patterns (86%),
  • decreased social interactions due to physical distancing (86%),
  • and increased concerns on academic performance (82%).”

Findings from a survey shared with students from across the European Region show young people concerns about the immediate impact on their learning and well-being, as well as whether examinations and long-term plans, such as university, could be negatively affected.

Some students explained that they were feeling under pressure to complete work in a shorter time, while others said that in some cases, they lacked the ability to be properly educated at home; for example, if they have a poor internet connection or live in a vulnerable situation.

U.S. Parents Say COVID-19 Harming Child’s Mental Health

 

COVID-19 AFFECTING MENTAL HEALTH OF SCHOOL TEACHERS

Throughout the COVID-19 pandemic, teachers, school counselors, and school employees have remained acutely focused on supporting their students and continuing to do their jobs at this time. In some cases, this may mean teaching, caretaking (whether for children or other loved ones), and continuing to work through the same challenges that anyone else is. While resources related to mental health have been (rightfully) front and center for supporting students, parents, and others, less focus has been paid on maintaining the mental health of the educators who are also trying to find balance in our new way of living and remote teaching. 

Amid all the concern about how students and parents have adopted to COVID-19, teachers say their work-life balance and mental health have suffered too, as they try to meet unrealistic expectations.

A study surveying 73 teachers working in under-resourced schools in Southern California during the pandemic described how work-life balance has been affecting teachers’ well-being and how some have been experiencing symptoms of secondary trauma.

This emergency has made it clear that countries need to invest in educators’ training, not only in the set of competences they need to create inclusive and innovative learning environments. While it is digital skills that are now under the magnifying glass, emotional intelligence, creativity and other supposedly soft skills are equally important.

 The cost of school failure for individuals and society

School failure may be interpreted in different ways. One of the most important, together with low levels of academic achievement and poor transition to adulthood, refers to Early School Leaving (ESL)

Early school leavers are young people who leave education and training with only lower secondary education, or less, and who are no longer in education and training. The EU alone counts more than 4 million early school leavers across Europe. 

The failure to achieve a better education leads to many significant cost factors. These have been categorized into three broad groupings: private costs, social costs and fiscal costs.

Consequences of School Dropout for Individuals and Society

 

Cost categories Cost elements
Private
  • Higher unemployment incidence
  • Higher unemployment duration
  • Lower initial and lifetime earnings
  • Lower own health status
  • Higher own discount rate
  • Less risk aversion
  • Less lifelong learning participation
  • Lower quality children
  • Lower lifetime satisfaction
Social
  • Increased criminality
  • Lower positive spill-over effects on co-workers
  • Lower rate of economic growth
  • Lower intergenerational effects on children and parents
  • Lower public health status
  • Higher unemployment
  • Lower social cohesion
Fiscal
  • Lower tax revenues
  • Higher unemployment and welfare payments
  • Higher public health expenditure
  • Higher police expenditure
  • Higher criminal justice expenditure

Note: ‘Higher’ or ‘lower’ in this table are defined relative to a control group situation of non-school failure; however, the latter is defined.  –  Source: Psacharopoulos (2007: 7).

Consequences of Burnout for Teachers, Schools and Society

We cannot overlook the cost of the growing phenomenon of burnout among teachers (Elder et al., 2014).

Teacher burnout is a chronic phenomenon that continues to be a primary cause of teacher exodus in the 21st century. Teaching is an emotionally draining and physically exhausting profession that causes many teachers to look for other occupations. Besides, teachers who fail to handle burnout effectively are likely to experience weak quality student interaction, counterproductive instruction, increased absenteeism, which eventually leads to teacher attrition (Runschlag, 2017).

In fact, teachers’ burnout implies psychological suffering at job and burned-out teachers negatively affect themselves, their students and the educational system, having negative consequences on class quality and students’ learning outcomes. Some studies (Stoel & Thant, 2002; Whitaker et al., 2015; Zhang & Sapp, 2009) revealed that teacher burnout adversely impacted student state motivation and affective learning.

Surveys show that one in four teachers misses ten or more school days per year (Maslach & Jackson, 1981). Schools have some of the highest rates of absenteeism in any workplace. Absenteeism is a direct cost to every employer (Sparks, 2016), and it is an even more critical problem in schools because when an employee is absent, a replacement or substitute has to be hired in their stead. Schools or Governments, according to the national system of Education, have to pay both the salary of the absent employee and the salary of the replacement. The cost of having a missing employee in schools is often double the cost of absenteeism experienced in other workplaces (Kain, 2011).

This problem with absenteeism – the most significant single cause of employees missing work – represents an excellent reason to have a school well-being programme.

Recent surveys show the various reasons why employees are absent from work (Schaufeli, 2017). The first cause is a personal illness, and it is followed by family needs, own needs, entitlement mentality, and stress, in that order. When we look at all of these reasons for absenteeism, we can immediately perceive which ones a well-being programme could directly impact (Cohen et al., 1983).

During the FRIENDS project, the strong adherence of teachers to the Quiet Time with Transcendental Meditation programme generated essential effects on their well-being. The consequences were that the absenteeism rate plummeted and a climate of constructive, calm, perceived, and perceptible well-being in the school was generated, something evident even to visitors coming from outside. Moreover, several teachers have confirmed significant improvements. They experienced: (a) a different relationship with time; (b) a better problem solving ability (even more relevant in difficult schools); (c) a better ability to organise themselves; (d) the end of the harmful habit of bringing work (and problems) home. These are all elements that help to eradicate stress and that drive away from the likelihood of exhaustion and burnout:

“Although I haven’t done the proper research yet, […] there are one or two people I can think of, who in the previous year had a significant amount of time off – we’ve had virtually none this year.” (Chief Executive – Alternative Provision School – UK)

“The costs for sickness among teachers and staff in my school (which had been increasing steadily year by year for several years) had suddenly dropped from being around 45 million krona (2017) to 15 million in 2018, the year in which most of the teachers have been trained in QT/TM. I cannot explain this sudden drop with anything except TM!” (Principal – High school implementing TM – Iceland – TV interview).

 “The calm atmosphere created by the large number of staff meditating has made a big difference in the life of children, even before they started their meditation practice themselves.”

Chief Executive – Alternative Provision School – UK

Causes of Early School Leaving

result from a combination

of personal, social, economic,

educational and family-related factors:

  • Social disadvantage (e.g., poor socio-economic, migrant or ethnic minority background)
  • Stressful experiences of an emotional, social, and educational nature
  • Low parental education
  • Educational system influences (e.g., poor early education, lack of support for special student personal needs or learning styles, teacher’s absenteeism and burnout, misfit between education/training and employment needs)
  • Specific regional/national factors

Causes of Early School Leaving result from a combination of personal, social, economic, educational and family-related factors:

  • Social disadvantage (e.g., poor socio-economic, migrant or ethnic minority background)
  • Stressful experiences of an emotional, social, and educational nature
  • Low parental education
  • Educational system influences (e.g., poor early education, lack of support for special student personal needs or learning styles, teacher’s absenteeism and burnout, misfit between education/training and employment needs)
  • Specific regional/national factors

STUDENTS DROPOUT COSTS

Lifetime costs of Early School Leaving per person in Europe range from the region of EUR 100,000 – EUR 200,000 up to EUR 1.1 millionA European wide study into the cost of NEETs (people Not in Education, Employment, or Training) found that annual bill of the problem considering 21 European countries is approximately EUR 100 billion, corresponding to 1% of their aggregated GDP.

TEACHERS BURNOUT COSTS

Burnout prevalence varies according to countries and occupations and for teachers was reported between 25-35% in Europe, being 19,7% in Italy (Quattrin et al., 2010). A recent meta-analysis showed negative relationship between burnout and teachers’ self-efficacy or attrition (Aloe et al., 2014). In the US, the estimated cost of teacher attrition nationwide (The rate at which new teachers leave the profession) has been as high as $7.3 billion a year (Kain, 2011).

Decreasing early school leaving is one of the current priorities of the European Union in the field of education and training

Supporting teachers in their challenging profession and in their effort of dealing with the increasing diversity of the learning environment is crucial for the success of education, contributing also to a reduction of students’ dropout

Early School Leaving is a problem that affects all Member States to different degrees and which has serious repercussions on young people as well as for society at large

 

EU countries have committed to reducing the average share of early school leavers to less than 10%

Decreasing early school leaving is one of the current priorities of the European Union in the field of education and training

Supporting teachers in their challenging profession and in their effort of dealing with the increasing diversity of the learning environment is crucial for the success of education, contributing also to a reduction of students’ dropout

Early School Leaving is a problem that affects all Member States to different degrees and which has serious repercussions on young people as well as for society at large

 

EU countries have committed to reducing the average share of early school leavers to less than 10%

What is the contribution that the Transcendental Meditation Programme

can provide to Governments around the world

in order to support them in their efforts to reduce school failure and drop-out,

reducing the costs associated with that and

creating a system of education that drives social end economic mobility?

 

 

… Read more and discover!

What is the contribution that the Transcendental Meditation Programme can provide to Governments around the world in order to support them in their efforts to reduce school failure and drop-outreducing the costs associated with that and creating a system of education that drives social end economic mobility?

 

 

… Read more and discover!

Transcendental Meditation

addressing school failure and saving costs  

Transcendental Meditation

addressing school failure

and saving costs

The costs of the problems, directly and indirectly deriving from the loss of well-being in schools, are numerous and come from different sources. Here we consider four leading causes of discontent that frequently cause low quality, while increasing costs and lowering of overall learning.

The major problems are: (a) early school leaving; (b) the emergence of bullying and violence among students; (c) increasing health problems, both mental and physical, in the whole school population; (d) the scourge of burnout of teachers with high rates of absenteeism and low self-esteem.

The costs of the problems, directly and indirectly deriving from the loss of well-being in schools, are numerous and come from different sources. Here we consider four leading causes of discontent that frequently cause low quality, while increasing costs and lowering of overall learning.

The major problems are: (a) early school leaving; (b) the emergence of bullying and violence among students; (c) increasing health problems, both mental and physical, in the whole school population; (d) the scourge of burnout of teachers with high rates of absenteeism and low self-esteem.

What is the uniqueness

 of the Transcendental Meditation Programme?

What is the uniqueness of the Transcendental Meditation Programme?

Transcendental Meditation addresses school failure and early school leaving by directly promoting the psycho-physiological conditions of all the students, including those with disadvantaged backgrounds, ethnic minorities and migrants.

At the same time, TM promotes the psycho-physiological wellbeing of teacherseducators and leaders of educational institutions, and supports them in dealing with the increasing diversity of the learning environment, being the role of the teachers key in helping learners fulfil their potential.

The success in addressing early school leaving of the Quiet Time/TM programme has been evidenced by empirical studies worldwide.

Extensive scientific research, together with direct application in hundreds of schools, colleges, prisons, and military services worldwide, shows that the Transcendental Meditation programme unlocks the hidden reserves of the brain, improves mental health and promotes mental well-being by decreasing stress and anxiety, reducing depression and burnout, decreasing impulsive tendency, reducing emotional instability, decreasing neurotic tendency. The result is decreased negative behaviors amongst diverse populations including students, at risk adolescents, prisoners and minorities.

Increased brain coherence through TM

A key feature of the effectiveness of the TM technique is that it has been found to develop greater integration of brain functioning, supporting clarity of mind and physiological balance. Increased integration of brain functioning is found during the practice, as measured by mathematical ‘coherence’ of the electroencephalographic (EEG) activity recorded at different locations on the scalp, and higher levels of EEG coherence are associated with higher levels of creativity, learning ability, and moral reasoning.

TM in schools implemented worldwide

The Quiet Time/TM educational approach that we are here considering has been adopted successfully in many schools worldwide, including very difficult schools in terms of academic performance, behavioural problems, attendance and drop out levels, with excellent result attracting the interest of National and Regional Governments worldwide including  USA (District of San Francisco), Peru, Ecuador (in military school), Mexico and Brazil, with the intention to introduce Quiet Time with TM in their public schools.

TM in schools implemented in Europe

This innovative approach has been disseminated and scaled up on a broader European context, through 2 EU co-funded Erasmus+ projects, the EUROPE and FRIENDS projects, involving more than 50 schools and cluster of schools, one long-sentence prison and centers for hosting migrants in Portugal, UK, Italy, Belgium, Sweden, The Netherlands and with an expansion in Spain, Germany, Romania, Ireland and Iceland.

The EUROPE and FRIENDS projects have demonstrated that TM provides outcomes promoting emotional and psychological well-being for students and teachers that can also be of support to overcome this delicate global phase, in education and other sectors including rehabilitation and healthcare.

Resilience

Vitality

Personal realization

Subjective well-being

Better learning

Emotional balance

Self-realization

Inclusion

Strength

Creativity

Empathy

Job satisfaction

Optimism

Positive affects

Life satisfaction

Well-being

Stress

Anxiety

Depression

Burnout

Negative affects

The EUROPE and FRIENDS projects have demonstrated that TM provides outcomes promoting emotional and psychological well-being for students and teachers that can also be of support to overcome this delicate global phase, in education and other sectors including rehabilitation and healthcare.

Resilience

Vitality

Personal realization

Subjective well-being

Better learning

Emotional balance

Self-realization

Inclusion

Strength

Creativity

Empathy

Job satisfaction

Optimism

Positive affects

Life satisfaction

Well-being

 

Stress

Anxiety

Depression

Burnout

Negative affects

Why does TM work?  

What are the benefits of Transcendental Meditation for students and teachers that bring to a reduction of drop-out, better academic achievements & better school atmosphere?

 Play video and discover 

 

 The Quiet Time with Transcendental Meditation programme

promotes student and teacher well-being and improves the overall school climate.

It promotes a reduction of school failure and drop-out

and the costs associated to that!

 

It promotes inclusive education,

reduces inequalities and supports the most vulnerable ones

 The Quiet Time with Transcendental Meditation programme promotes student and teacher well-being and improves the overall school climate.

It promotes a reduction of school failure and drop-out and the costs associated to that!

 

It promotes inclusive education, reduces inequalities and supports the most vulnerable ones

Extensive Scientific Research

 over the past 40 years validating the benefits of TM

have verified the profound impact of the technique on:

Extensive Scientific Research over the past 40 years validating the benefits of TM have verified the profound impact of the technique on:

Reducing Early School Leaving

Decreased: 

  • Absenteeism
  • Rule Infractions
  • Suspension Days
  • Dropout rate, including from schools in economically deprived area and with adolescents with learning problems
  • Emotional symptoms (feeling unhappy or tearful)
  • Hyperactivity
  • Negative affects
  • Use of cigarettes, alcohol, and drugs

Increased: 

  • Academic achievements
  • Motivation to learn
  • Self-esteem
  • Overall student well-being
  • Positive affects
  • Resilience
  • School satisfaction

Improving Academic Achievements

Improved:

  • Mathematics and language skills
  • Improved academic outcomes for all, including those from disadvantaged backgrounds
  • Coherence of brain functioning
  • Intelligence and mental ability
  • Memory
  • Efficiency of concept learning
  • Focused attention
  • Field independence
  • Creativity & innovation
  • Cognitive flexibility
  • Developing entrepreneurial mindsets and promoting entrepreneurship education
  • It contributes to resistance to environmental stress of all types contributing to more effective learning in the classroom and improved academic achievement.

Less fear and anxiety of performing in public

Decreasing Bullying and Violence / Improving School Atmosphere

Decreased:

  • Hostility and aggression
  • Verbal hostility
  • Tension
  • Impulsiveness
  • Decreased rule infractions
  • Disruptive or aggressive behaviour
  • Reduced behaviour problems & school suspension
  • Less sensitivity to criticism
  • Decreased fear of being humiliated

Increased:

  • Tolerance and inclusion
  • Warm interpersonal relationships
  • Better social relationships
  • Orientation towards positive values

Promoting Inclusive Education

Transcendental Meditation fosters the education of disadvantaged learners by:

Promoting:

  • Social inclusion
  • Tolerance
  • Resilience
  • Non-discrimination
  • Respect for diversity
  • Benefits for subjects with intellectual disabilities: improved social behavior;
    Improved cognitive functioning; Increased intelligence; Improved physical health

Decreasing:

  • Selfish behaviour
  • Relation problem

Extensive scientific research particularly relevant for the relationship between well-being and inclusion, shows Transcendental Meditation to be a useful resource to promote less hardening when dealing with others and facilitating social behaviour (for teachers), and less disruptive behaviour, decrease in children relation and behavioural control problems (for children), to engage in a more calm and relaxed position in the world, with a better emotional balance. As a simple and easy resource to improve well-being, QT/TM can contribute to a more inclusive school and society.

These positive outcomes provide the basis for inter-cultural understanding and dialogue, combating discrimination on all grounds

Promoting Mental Health & Well-being

Increased:

  • Resilience
  • Self-Actualization: Increased integration, unity, and wholeness of personality
  • Brain coherence
  • Emotional stability
  • Energy and enthusiasm
  • Physical and mental well-being
  • Higher levels of self-development
  • Enhanced self-regard and self-esteem
  • Enhanced inner well-being
  • Better coping ability

Reduced:

  • Stress, anxiety, tension and depression
  • Emotional problems
  • Children difficulties
  • Somatization
  • Less anxiety about being humiliated or rejected
  • Fatigue
  • Insomnia
  • Hyperactivity
  • Symptoms of PTSD
  • Decreased use of cigarettes, alcohol, and drugs

Reducing Teachers Burnout

Decreased

  • Teacher burnout
  • Emotional exhaustion
  • Depersonalization
  • Perceived stress
  • Stress in the workplace
  • Anxiety (state and trait)
  • Physical stress symptoms

Increased:

  • Resilience
  • Personal realization
  • Feelings of control
  • Intrinsic motivation
  • Better balance between positive and negative affects
  • Work and personal relationships
  • Personal growth
  • Purpose in life
  • Self-acceptance
  • Positive relations with others
  • Subjective vitality
  • Autonomy
  • Environmental mastery
  • Efficiency

Increased: 

  • Job satisfaction
  • Satisfaction with life
  • Leadership qualities
  • Self-actualization
  • Enhanced strong leadership, empowerment and motivation
  • Enhanced good relationships among teachers as well as teachers–student relations by easing pressure and removing, or drastically reducing, burnout.

FRIENDS D 5.5: In an interview-based analysis, teachers refer how they feel more at ease with others (students and colleagues), more cooperative, calmer and relaxed, comprehending better their place in the world. They also attribute the improvement in student’s resources, as autonomy and focus, to the QT/TM practice.

Researches on schools that incorporate

Quiet Time with Transcendental Meditation indicate:

Researches on schools that incorporate Quiet Time with Transcendental Meditation indicate:

 

A direct reduction on ESL

Studies on the effect of Transcendental Meditation on Early School Leaving show dropout rates falling from 20.5% to 5.1% within a year. Even achieving a fraction of previous results, the impact on education in the EU will be highly significant.

A reduction of factors leading to ESL

(a) Related to students such as anxiety, behaviour problems such as decreased absences from school, decreased violations of school rules, and decreased days suspended from school

(b) Related to teachers and administrators such as decreases in emotional exhaustion, psychological distress, anxiety and burn out

An improvement of factors preventing ESL

(a) Related to students such as increased academic achievements, self-esteem, and increased tolerance among students. Higher graduation rates affect not only the academic and personal life of the individual students, but also society as a whole. Graduation (versus dropping out) from high school translates into higher earning potential, less crime and incarceration, and less dependence on government assistance programs.

(b) Related to teachers and administrators such as increased emotional intelligence

Discover here more details on the research conducted during the FRIENDS project.

Discover here more details on the research

conducted during the FRIENDS project.

Achieving More Than Just Profit

Investing for Creating Social Impact

& Improving People’s Lives …

Without Giving Up Return!

An estimate of Governments’ savings in Education

Through the implementation of the

Transcendental Meditation Programme

An estimate of Governments’ savings in Education

 Through the implementation of the

 Transcendental Meditation Programme

 

With the current cost of ESL to Europe of the order of 100 billion euros a year, based on the results of research on the effectiveness of TM showing a reduction of  Early School Leaving and factors leading to it, a conservative estimate on the savings for the EU from wide adoption of this programme would be in the order of 25 billion euro a year

These savings would contribute to finance the training and sustainability of teachers of Transcendental Meditation in schools in Europe, thereby creating new jobs, while at the same time supporting governments in substantially increasing their savings annually (the government of Brazil is currently training one teacher of TM in each of approximately 48,000 schools).

Worth a thousand words

Experiences with TM of principal, teachers and students in a primary school in Bolzano, Italy

Students and teachers Experience from a secondary school implementing TM in Brescia, Italy

Students and teachers Experience from a middle school implementing TM in Faro, Portugal

Experiences of principals and staff at 3 alternative provision schools in UK implementing TM

Students and teachers experience from primary and secondary schools implementing TM in Höganäs and Malmo, Sweden

Experience from migrants, together with local young people, and the contribution of TM to promote their integration in Belgium

Transcendental Meditation,

Education and

Developing Countries

Kibera – Africa’s Largest Slum …  Transforming lives with TM 

@ Global One Foundation

EDAPO Primary School in Uganda uses TM to improve the lives of the orphans and vulnerable children

More than 650 scientific research

conducted at over

250 universities and research

institutes in 33 countries

More than 650 scientific research conducted at over 250 universities and research institutes in 33 countries

Researches on the benefits of Quiet Time/TM

programme for the school sector

Researches

on the benefits of 

Quiet Time/TM

programme

 for the school sector

More resources on

Transcendental Meditation

More resources on

Transcendental

Meditation

EUROPE Project

Meditação Transcendental Portugal

TM UK

Meditazione Trascendentale Italia

TM Belgium

David Lynch Foundation

tm.org

Center for Wellness and Achievement in Education (CWAE) 

TM for Women