Minding the mind: the potential and effects of a school-based meditation programme for mental health promotion

Campion, Jonathan, and Rocco, Sharn (2009) Minding the mind: the potential and effects of a school-based meditation programme for mental health promotion. Advances in School Mental Health Promotion, 2 (1). pp. 47-55.

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A meditation programme was introduced into 31 Catholic schools in one diocese in Queensland, Australia in 2006 which engaged more than 10,000 students between the ages of 5 and 18 years. The objective of the study was to conduct an initial evaluation of this meditation programme which might serve as preparation for a larger prospective study. Semi-structured individual and group interviews with 54 students, 19 teachers and seven parents were carried out in three of these schools, each at the elementary level. Feedback from students, teachers and parents on the perceived effects of this programme indicated favourable impressions of programme benefits. Effects consistently cited included increased relaxation and feelings of calm, reduced stress, reduced anger and improved concentration. Many participants also reported that the experience of meditation at school had prompted them to meditate outside school, particularly at times of stress. A whole-school approach appeared to facilitate more regular practice. This preliminary evaluation suggests that school-based meditation may represent an effective mental health promotion intervention worthy of further study.

Item ID: 8637
Item Type: Article (Research - C1)
ISSN: 1754-730X
Keywords: meditation; school; concentration; mental health promotion
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Date Deposited: 01 Mar 2010 22:49
FoR Codes: 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 70%
11 MEDICAL AND HEALTH SCIENCES > 1117 Public Health and Health Services > 111712 Health Promotion @ 30%
SEO Codes: 97 EXPANDING KNOWLEDGE > 970113 Expanding Knowledge in Education @ 50%
97 EXPANDING KNOWLEDGE > 970111 Expanding Knowledge in the Medical and Health Sciences @ 50%
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