BANERJEE_Pastoral_Care_in_Education_Mar-2021.pdf (350.3 kB)
Quiet time via transcendental meditation in secondary school pupils with special educational needs: effects on well-being and behaviour
journal contribution
posted on 2023-06-09, 23:28 authored by Hannah Droscher, Bernadette Van Den Hout, Leila Hughes, Helen Evans, Robin BanerjeeRobin Banerjee, Mark HaywardMark HaywardThis paper describes effects on wellbeing as well as logistical difficulties of implementing regular Quiet Time (QT) via Transcendental Meditation (TM) among mainstream secondary school pupils with special educational needs, age 12–16 measured via a pilot Randomised Control Trial (RCT). Participants were recruited from three mainstreams and one special school for children with autism and randomly allocated to QT (n = 17) or a Carry on as Usual (n = 16) control group. On average, the QT pupils attended only 2.7 meditation sessions per week, far fewer than the 10 sessions per week encouraged, despite TM being well liked. Pupils reported conflicting demands during TM time preventing regular attendance. Intention-to-treat analyses revealed no significant interactions between group and time. Within the QT group, higher attendance was associated with reductions in teacher-rated externalising difficulties, but these effects were mainly driven by the four pupils who attended more than 60% of the QT sessions. The main analysis revealed no significant effect of QT. The need for further feasibility work to establish and test strategies for promoting engagement with meditation strategies in busy secondary school environments is clear.
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Publication status
- Published
File Version
- Accepted version
Journal
Pastoral Care in EducationISSN
0264-3944Publisher
Taylor & FrancisExternal DOI
Department affiliated with
- Psychology Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2021-03-26First Open Access (FOA) Date
2022-09-25First Compliant Deposit (FCD) Date
2021-03-25Usage metrics
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