Should schools teach kids to meditate?
Each year, meditation becomes more of a trend. Celebrities like Jerry Seinfeld and Goldie Hawn, businessmen like Bill George of Goldman Sachs and Exxon Mobil, and News Corp chairman Rupert Murdoch, have publicly discussed practicing it. Techies and others in the corporate world have begun using mindfulness, a type of meditation, to combat the stress and overstimulation of their jobs. Even the Marines have used it to “improve mental performance under the stress and strain from war.”
At the same time, more and more studies are showing direct links between meditation and health benefits. A study led by researchers at John Hopkins found that just eight weeks of meditation training was as effective as medication in treating depression, anxiety, and pain. At Harvard, scientists using neuro-imaging technology showed how meditation positively affected the brain activity of the chronically stressed, a condition that the Benson-Henry Institute reports is related to more than 60 percent of all doctor’s visits.
Schools have also begun experimenting with the practice and discovering that its techniques can help its students. When a school in New Haven, Connecticut, required yoga and meditation classes three times a week for its incoming freshman, studies found that after each class, students had significantly reduced levels of cortisol, a stress hormone, in their bodies. In San Francisco, schools that participated in Quiet Time, a Transcendental Meditation program, had twice as many students score proficient in English on the California Achievement Test than in similar schools where the program didn’t exist. Visitacion Valley Middle School specifically reduced suspensions by 45 percent during the program’s first year. Attendance rates climbed to 98 percent, grade point averages improved, and the school recorded the highest happiness levels in San Francisco on the annual California Healthy Kids Survey. Other studies have shown that mindfulness education programs improved students’ self-control, attentiveness and respect for other classmates, enhanced the school climate, and improved teachers’ moods.
These results did not surprise me. As a former teacher who now practices meditation myself, I’ve often wondered how I could have used the practice in my own classroom. The stress level of teaching seemed to bring out my already-existing anxiety in the worst kind of ways. I slept poorly, unable to stop rehearsing my lessons in my head. I got irritable with loved ones. I felt obsessed with saving time when there was so much to do and so much to teach to students who I feared were behind. My students noticed, too. On a survey, one wrote, “It seems like you’re really tense”; another, “You can get easily frustrated with yourself.”
Meanwhile, my students seemed just as anxious as I was. My advisory group complained of the immense pressure of balancing school with their lives at home. Students constantly booked appointments with the school counselor to talk through their personal struggles with a professional. A common response from students on their semester reflections was “I’m overwhelmed.”
Months after leaving the profession (partially due to its stress), I attended a ten-day beginner meditation retreat. It was the first time I ever attempted to learn the practice. I began to understand how powerful meditation could be in confronting the anxiety and insecurity my students felt at school and I felt while teaching, and often throughout most of my life. So when I discovered that some of my former students had participated in a mindfulness education program called Headstand in middle school before they became my high-school students, I was eager to find out its effects.