The Transcendental Meditation Program
- PBS Television showcases the benefits of TM practice on ADHD and other learning disorders.
- CBS Sunday Morning highlights the extraordinary success of Maharishi School (K-12) in Iowa where 300 students meditate.
- TM & ADHD features before and after interviews with meditating students with ADHD.
Key Research findings
Increased tolerance.
Dissertation Abstracts International
Greater moral maturity.
Dissertation Abstracts International
Increased self-development.
Dissertation Abstracts International
Faster reaction time.
Personality and Individual Differences
Improved memory.
Scientific Research on the Transcendental Meditation Programme: Collected Papers Volume 1
Increased creativity.
The Journal of Creative Behavior
Improved academic performance.
British Journal of Educational Psychology
Improved college grades.
Scientific Research on the Transcendental Meditation Programme: Collected Papers Volume 1
Development of intelligence.
Personality and Individual Differences
The alarming rise of classroom stress fuels widespread problems in education, including poor academic achievement, anxiety, depression, school violence, and teacher burnout. To help neutralize this stress, many schools are establishing a “Quiet Time” period at the start and end of each school day—two 10- to 15-minute sessions when students sit quietly to rest and/or read silently. Increasingly, schools are offering their students and teachers the opportunity to learn and practice during these Quiet Time periods the Transcendental Meditation program of Maharishi Mahesh Yogi, a simple, scientifically proven, nonreligious technique for reducing stress, improving health, and developing an individual’s full creative potential.
US Committee for Stress-Free Schools
The US Committee for Stress-Free Schools was established in 2005 in partnership with the David Lynch Foundation for Consciousness-Based Education and World Peace (a nonprofit 501(c)3) to bring the Quiet Time/Transcendental Meditation program to students and teachers in public, charter, and private schools throughout the United States, and to provide funds for universities and research institutions to assess the effects of the program on creativity, intelligence, academic performance, ADHD and other learning disorders, anxiety, depression, substance abuse, eating disorders, etc.
What doctors and educators say
William Stixrud, Ph.D., clinical neuropsychologist.
James Krag, M.D., psychiatrist.
Rita Benn, Ph.D., NIH advisor.
Ralph Wolff, university accrediting commission.
