Transcendental Meditation, Academic Achievement
and School Behaviour in At-Risk Students
1. Full Citation
Nidich, S. I., Mjasiri, S., Nidich, R. J., Rainforth, M., Grant, J., Valosek, L., Chang, W., & Zigler, R. L. (2011).
Academic Achievement and Transcendental Meditation: A Study with At-Risk Urban Middle School Students.
Education (peer-reviewed)
Study Code: L-01
Reference Information
Journal: Education
Year: 2011
Study Code: L-01
DOI: None assigned (the article is indexed in ERIC but does not appear to have a DOI).
Level of Evidence: Controlled intervention study (quasi-experimental school-based study)
Peer Reviewed: Yes
2. Research Question
Can practising the Transcendental Meditation technique during the school day improve academic achievement, attendance and behaviour among students attending an urban middle school considered to be at high risk of poor educational outcomes?
3. Participants
- Approximately 189 middle school students
- Urban public school
- United States
- Students considered academically and socially at risk
- Both boys and girls
4. Method
- Controlled school-based intervention
- Students learnt the Transcendental Meditation technique
- Meditation practised twice daily during the school day
- Academic performance, attendance and behavioural indicators were monitored over the study period
- Results were compared with students not practising the technique
5. Key Findings
- Improved academic achievement compared with controls.
- Better attendance at school.
- Reduced disciplinary problems.
- Greater emotional stability and self-control.
- Students reported feeling calmer and more able to concentrate in lessons.
- Teachers observed improvements in classroom behaviour and engagement.
6. Practical Implications
This study suggests that reducing stress may help unlock students’ existing learning potential rather than simply encouraging them to work harder. Regular Transcendental Meditation practice may support:
- sustained attention during lessons
- improved classroom behaviour
- greater readiness to learn
- enhanced examination preparation
- better educational outcomes in challenging environments
The findings are relevant not only to schools but also to colleges, universities and professional training organisations where concentration, resilience and consistent performance are essential.
7. Strengths and Limitations
Strengths
- Peer-reviewed research.
- Conducted in a real educational setting.
- Focused on students facing genuine educational challenges.
- Measured practical educational outcomes rather than laboratory tasks.
- Findings have influenced wider interest in school-based “Quiet Time” programmes.
Limitations
- Conducted within one educational environment.
- Longer-term follow-up would strengthen the findings.
- Results may not generalise to every school system or age group.
- Educational outcomes are influenced by many factors beyond meditation alone.
8. Related Cornerstones
Primary
Learning & Achievement
Also Relevant
- Wellbeing & Health
- Peak Performance
- Business Success
- Recovery & Rehabilitation
