BY LINDA EGENES

Fifty years ago, the US educational system scored the highest in high school graduation rates among twenty-seven industrialized nations. Today, we rank twenty-second, with dropout rates of 27 percent. And for underserved African-American and Hispanic students in urban schools across the nation, the dropout rates are much, much worse—close to 40 percent.

Studies published in peer-reviewed journals already show that TM significantly reduces stress in adults. Now a growing body of research from the University of Michigan, American University, and the University of Connecticut shows that it is equally effective for children and adolescents.

Studies published in peer-reviewed journals already show that TM significantly reduces stress in adults. Now a growing body of research from the University of Michigan, American University, and the University of Connecticut shows that it is equally effective for children and adolescents.

As you would expect, the rest of the numbers don’t look good either. According to the National Assessment of Educational Progress, which functions as a kind of nation’s report card, the US is flunking. Two out of three eighth-graders can’t read proficiently. Nearly two-thirds of eighth-graders scored below proficient in math.

Yet there are bright lights in the educational landscape. In some of our most troubled schools, students, administrators, and teachers have implemented a program called Quiet Time, which allows students to be quiet, read, or practice meditation for ten minutes twice a day on school time. The Transcendental Meditation technique is one of the options for Quiet Time.

Recent research shows that Quiet Time is having a positive impact, with one urban school reporting an increase in attendance to 98.6 percent, an 86 percent drop in suspension, and a 42-point gain in academic performance on state tests. Research on the Quiet Time program in other troubled urban schools reveals equally impressive results, with reduced symptoms of ADHD and other learning disorders, 40 percent reduction in psychological distress, and 65 percent decrease in violent conflict over two years. And yes—one study showed a 15 percent improvement in graduation rates.

“The Quiet Time program helped us change the predictive power of demographics,” says a principal of an embattled West Coast, urban school.

But how does it work?

A Surge-Protector against Stress

“All of us have kids you try to teach but their heads are down on the desk,” says the now retired superintendent of a school district that was one of the first to bring Quiet Time into its schools. “They’re out of it while you’re trying to teach. Why? Because of their lives. Because of stress.”

According to an American Psychological Association survey, 27 percent of adolescents report feeling extremely anxious during the school year. One in three children are obese and 11 percent have been diagnosed with ADHD. All of these problems are related to stress—and all can hamper a child’s learning ability.

Studies published in peer-reviewed journals already show that TM significantly reduces stress in adults. Now a growing body of research from the University of Michigan, American University, and the University of Connecticut shows that it is equally effective for children and adolescents.

For instance, a new study published in the Journal of Instructional Psychology found that TM significantly decreased psychological distress in public school students. The study, conducted with at-risk, minority, secondary-school students, showed a 36 percent reduction in overall psychological distress. Significant decreases were also found in trait anxiety and depressive symptoms.

One thing is clear to researchers and educators alike: lessening the stress can have a positive impact on mental health, heart health, and academic achievement.

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Increased Academic Achievement and Graduation Rates

It turns out our nation’s middle schools are especially vulnerable to the double whammy of stress and low academic achievement—and for at-risk kids in urban schools, the scores are much lower than the nation’s norms.

Yet the journal Education recently reported that students from an urban middle school saw their academic achievement improve when they experienced more inner quietness and less stress after the introduction of the Quiet Time program with the TM option.

“These initial research studies, showing the benefits of the Quiet Time program on reducing stress and raising academic achievement, hold promise for public education,” says Sanford Nidich, EdD, professor of education and lead investigator of both studies. “The findings suggest that there is a practical, value-added, educational program which can help low-performing minority students begin to close the achievement gap.”

Another pioneering study focused on graduation rates in an East Coast, urban high school. Graduation rates are the litmus test of educational success—and recent data shows that only 69 percent of students graduate from our nation’s schools.

“Urban schools on the whole tend to suffer from a range of factors that contribute to poor student academic performance and low graduation rates,” says lead author Robert D. Colbert, Ph.D., associate professor at the University of Connecticut.

Results showed a 15 percent higher graduation rate for a group that was practicing the TM technique as compared to non-meditating controls. The largest effect was found in the most academically challenged students, with a 25 percent increase in graduation rates.

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Results showed a 15 percent higher graduation rate for a group that was practicing the TM technique as compared to non-meditating controls. The largest effect was found in the most academically challenged students, with a 25 percent increase in graduation rates.

Findings also showed that meditating students were less apt to drop out from school or enter prison, and were more likely to be accepted to post-secondary institutions.

Better Brain Power

Researchers now understand that stress also affects concentration, focus, and other functions of the developing brain.

For example, researchers today understand that problems such as ADHD, the inability to control attention, are caused by underdevelopment or underutilization of the prefrontal cortex, which shuts down under stress. By addressing that stress, students can bring about a marked and highly visible increase in the coherent functioning of their brains.

In a landmark study published in Current Issues in Education, researchers Grosswald, Stixrud, and Travis looked at brain functioning of children with ADHD who practiced the TM technique, as compared to controls.

“In just six months, the brain functioning of the meditating students had moved from being solidly within clinical ADHD symptoms to just within normal brain functioning,” says Dr. Travis, Director of the Center for Brain, Consciousness, and Cognition.

“What that means in practical terms is that they were able to start self-regulating both physical and mental impulses,” he says. “So, for example, they were able to remember to raise their hand before speaking.”

Based on these initial findings, Dr. Travis and his colleagues decided to look at brain wave coherence, as measured by EEG, to find out if the practice of TM could help children with ADHD develop a more integrated brain functioning.

“In this random-assignment pilot study of children with ADHD aged eleven to fourteen, we saw significant increases in coherence in all parts of the brain in four frequency bands,” says Dr. Travis. “This means the brain is ceasing to function as isolated modules and is beginning to function more as a whole.”

Dr. Travis explains that integrated brain functioning results in improved focus on schoolwork, organizational abilities, ability to work independently, level of happiness, and quality of sleep.

“The TM group also improved in something called ‘letter fluency,’ which measures the ability of the frontal lobes to generate many new ideas, to be more creative,” he says.

Solution to Teacher Burnout

It’s not only the kids who are stressed these days. Half of new teachers bow out after just five years on the job, says the National Commission on Teaching and America’s Future. This is especially a problem in urban schools, where a higher turnover rate results in a higher percentage of under-qualified teachers.

According to the National Center for Education Statistics, it’s teacher burnout that is causing teachers to flee.

So once again, stress is the culprit. Just as it’s hard for teachers to teach stressed kids, it’s equally hard for kids to learn if their teachers are depressed, anxious, scattered, or sick from an overload of stress.

Fortunately, TM can be equally effective in helping teachers as it is with students. A randomized, controlled study recently published in the Permanente Journal was conducted over four months at the Bennington School in Vermont, a special, in-residence school for students with behavioral problems.

Studies published in peer-reviewed journals already show that TM significantly reduces stress in adults. Now a growing body of research from the University of Michigan, American University, and the University of Connecticut shows that it is equally effective for children and adolescents.

“The four-month study found significant and clinically important decreases in perceived stress, emotional exhaustion associated with teacher burnout, and depressive symptoms in those practicing the TM program compared to a wait-list control group.” —Dr. Charles Elder, MD, MPH

“The results of this randomized, controlled trial are very striking and demonstrate the utility of introducing a stress reduction program for teachers and other public and private employees,” says Dr. Charles Elder, MD, MPH, a Senior Physician in the Department of Internal Medicine at Kaiser Permanente Northwest and the lead author of the study. “The four-month study found significant and clinically important decreases in perceived stress, emotional exhaustion associated with teacher burnout, and depressive symptoms in those practicing the TM program compared to a wait-list control group.”

Change Begins Within

To help underserved kids learn, acclaimed movie director David Lynch established the David Lynch Foundation for Consciousness-Based Education and World Peace in 2005. To date, it has awarded scholarships to over a hundred thousand at-risk students around the world, including the Quiet Time programs in Detroit, Phoenix, Los Angeles, New York, New Haven, Chicago, and Washington, DC. In addition to funding research, the DLF also funds programs for prisoners, veterans with PTSD, victims of domestic violence, and the homeless to learn the TM technique and start a new life of positive transformation.

David Lynch is passionate about helping kids reduce stress, succeed in school, and follow their dreams. “In today’s world of fear and uncertainty, every child should have two short class periods a day to dive deep within themselves and experience the field of silence and inner happiness —the enormous reservoir of energy and intelligence that is deep within all of us,” he says. “This is the way to save the coming generation.”

Now there are dozens of other schools waiting for funding to implement the Quiet Time program.

For the school administrators and teachers who have seen their schools transformed with Quiet Time, it’s a program that holds great promise for educating children and providing them with an immensely valuable tool for life.

“The research is showing us that the experience of restful alertness provided by TM is an important educational experience that promotes learning, reduces violence, and supports healthy psychological development,” says Dr. Jamie Grant, National Director of Programs for the David Lynch Foundation. “This experience belongs in schools everywhere.”

(I originally wrote this interview for Enlightenment Magazine, Issue number 23. Reprinted with permission.)

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BY LINDA EGENES

Transcendental Meditation and At-Risk Girls in ThailandThe Story of Two Students

(Part two of a three-part series)

The word “education” comes from the Latin verb “educere” which means “to lead out.” For children in many parts of the world, an education is a way to lead their families from poverty to prosperity. In Thailand, education for girls means earning a higher degree or learning a respected trade. Without an education, girls growing up in poverty often end up being trafficked into prostitution and living on the street.

At the Dhammajarini Witthaya School, the only free boarding school for at-risk girls in Thailand, girls are not only being given a safe haven and a quality education, but have the opportunity to develop their mental, emotional and physical potential by practicing the Transcendental Meditation technique. They are literally being “led out” to a better life.

While visiting Thailand recently, I had the pleasure to interview two students at the Dhammajarinnee Witthaya School, where 500 children preschool to age 12 meditate together. The school is located on 11 acres of gardens, lakes and shady lanes.

Outside the beautiful administration building, smiling girls in crisp uniforms stop to greet me, saying in perfect English, “How are you?” I talk to them for a moment. English and Chinese are part of the curriculum here, which includes computer science and other college-prep courses, as well as instruction in traditional Thai crafts.

Aytittaya, age 16, tells me, through a Thai interpreter, that she is in grade 10. She is wearing a blue polo shirt and sweat pants, the attire for after-school chores and sports. While we talk inside Acharn Yai’s comfortable office, we can hear the happy sounds of children playing outdoors.

Girls at the Dhammarjarinee Witthaya schoolAytittaya smiles when she explains that her family is from Bangkok. Unlike many of the girls, she is not here due to poverty, but rather because her parents divorced when she was two years old. “I lived with my mom and brother and grandmother in Bangkok, but my mother had to travel for her work,” she explains. “So she put me in a boarding school in Bangkok.”

Then in grade six, her great grandmother, who is a Buddhist nun, found out about the Dhammarjarinee Witthaya school and her mother brought her here.

“The students in the previous school were not so disciplined,” she says. “Here we learn Buddhist values. In the previous school there is a gap between the student and the teacher, but here the teacher is like the mother.”

Another difference is that the students meditate longer here. In her previous school, they spent five minutes doing Buddhist meditation before school each morning, as has been mandated by the King of Thailand for every school in the country. “Here we practice the TM technique and meditate for a longer time twice a day and I really like that. I feel much more protected, more happy here.”

Aytittya smiles again when she describes how naughty she used to behave. “At my other school, I didn’t listen to my mother and listened to my friends instead,” she says. “I’ve changed a lot.” She is more focused on her studies, and she’s proud that she just won the province-wide competition for Buddhist chanting. And her team just won second place for the national Mind Map competition.

Girls at the Dhammarjarinee Witthaya schoolApinya, also sixteen years old in grade 10, has a different story. She comes from a very poor family in Ratchaburi province. When she was only eight, her parents divorced and her mother left her with her father and two older sisters. Her father had a difficult time making a living, and took his anger out on Apinya. Eventually, her teachers removed her from her abusive home environment and placed her first in a foster home, and then brought her to the Dhammajarinee School.

Apinya not only feels safe here, but happier. “The nuns and teachers take good care of us, just like a family.” She also confides, “Before I didn’t dare to express myself. If I saw a stranger, I was afraid. Now, after practicing Transcendental Meditation, I have more confidence. I’m not afraid to express myself.”

Apinya also was on the secondary school team that won second prize in the national Mind Map contest, and later this month she will compete in the national Memory Competition.

I ask the girls if they mind doing chores for the school. Aytittya says that her job is to help clean the buildings, take care of the grounds and cut the grass.

She smiles widely and says, “I don’t mind because the physical work helps me stay in shape. And I want to help the school.”

Aditya says that she likes helping in the kitchen. “Before I didn’t know how to cook,” she says. “Now I know how to cook for myself and for others.”

Awards at the Dhammarjarinee Witthaya school“From the beginning, from when I first started to meditate, I have felt that this is very good for me,” says Aditya. “When I feel tired or stressed, I just do my evening meditation, and all the stress is gone. I feel happy.”

Aditya enjoys learning Chinese and English as part of her studies. She would like to go to college and study Chinese and become an interpreter, while Aytittya wants to become an air hostess so she can travel to see her mother, who now works in Norway.

Or, they both mention, after college they may come back to teach here, at the Dhammajarinee Witthaya school, to give back to others the same extraordinary education that they have received.

New Fundraising video: http://www.youtube.com/watch?v=6JoS32IKA1c

Full 13 minute video: http://www.youtube.com/watch?v=uCHFb_2Q_5U

During the past two years, Acharn Yai and supporters have raised funds and completed a new classroom building. Now the school are raising funds for a new dormitory building that will allow the school to expand from 500 to 750 students. Tax-deductible donations for the school can be made athttp://www.seedsofheaven.org/donate.htmlWhen donating, be sure to click the button for Dhammarjarinee Wittayah school in Thailand. Or you may donate directly to the school here: http://www.buddhistgirls.org/eng/donate.html

Photos by Tina McQuiston, reprinted with permission.

(I originally wrote this post for Transcendental Meditation for Women Blog, October 16, 2014. Reprinted with permission.)

BY LINDA EGENES

Acharn Yai (Aunampai Passakchai), Buddhist Nun, Talks About Meditation, Academics and Peace

(Part one of a three-part series)

All photos courtesy of Tina McQuiston

I was deeply moved while writing two previous blog posts about the Dhammajarinee Witthaya School, which provides 500 at-risk girls in Thailand a free education. So when I took a short trip to Bangkok last month, at the top of my wish list was a side trip to Ratchaburi Province to tour the school and meet Acharn Yai, the extraordinary Buddhist nun who is the headmaster of the school.

At the Dhammajarinee Witthaya School, 400 students practice the Transcendental Meditation technique together each day. For Acharn Yai (translated as “headmaster teacher”), TM is not only a way to help girls with a history of extreme poverty, broken homes and domestic violence to find their way to a successful and happy life, but it’s a way to create peace for the entire country.

Visiting the school in person was much more impressive than writing about it from a distance. The buildings and grounds were light-filled, clean, spacious. We were greeted by several teachers with a traditional Thai greeting of “Swasdeeka” and trays of Thai sweets artfully wrapped in banana leaves. After refreshments, we were invited into an air-conditioned office where Acharn Yai took time from her busy day to answer questions. I was deeply moved by Acharn Yai’s warmth, her beautiful heart and her love and compassion for the girls at the school.

Acharn Yai Buddhist nun who practices Transcendental Meditation Linda Egenes: How has the TM technique helped girls to learn?

Acharn Yai: What has helped these girls the most is growing in consciousness. Normally people focus on physical development, development of the body, and they forget consciousness, the inner life.

In order to grow in wholeness, a full life, the students need to develop both the consciousness and the body together. For growth of consciousness, they learn the TM technique.


Linda Egenes: What do you do to help the children grow strong physically?

Acharn Yai: For the body, we give them proper food of all five food groups, with plenty of vitamins, minerals, proteins and healthy fats. We also make sure they have time to exercise every day. We provide a safe, secure and beautiful environment for them to live in.

Every morning the nuns who live here go out to the village to beg for food. This is not the traditional way for nuns in Thailand to find food to eat, but we need extra food to feed the growing girls.

Yet there is not enough food from begging to feed all the girls! So we have a kitchen and a cook to prepare meals for the students. We buy some food, such as chicken and fish, and the girls grow organic vegetables and mushrooms and harvest the fruits from the banana and coconut trees. Other girls help cook, and others keep the lawn mowed and the grounds and buildings tidy. Each girl has a job in addition to their academic studies.

Linda Egenes: How have the children changed since they started meditating at the school in 2009?

Acharn Yai: Most of the girls have come from a rough or problematic background. Their families were unable to care for them properly, due to divorce, extreme poverty, domestic violence, or neglect. So these children are so delicate in heart and mind. After they begin the practice of meditation, their minds become stronger. When they are more strong and stable inside, whatever they do will be more successful. TM is just like a medicine to cure and nourish and uplift them and help them become better students and people.

Linda Egenes: Have the students grown in academic achievement since you introduced the TM technique to the school?

Acharn Yai: In the first years of the school, before we introduced Transcendental Meditation, the teachers never took the girls to competitions with other schools because they were not ready. Some girls were so tough they would make the teachers cry, made their friends cry. We had to replace the teachers every month because they did not want to stay.

Now, since adding TM to the curriculum in 2009, the girls not only attend all government competitions, but they win prizes.

Last week some of the girls attended a Mind Map Competition—a national competition for creative thinking and drawing skills. One of our students won first prize for the primary level (Grades 4, 5 and 6) for the entire nation. They were asked to draw “My Happiness.” She drew the parts of her day that made her happy—such as taking a shower and eating sweets. The judges felt that she expressed her inner feelings, and that’s why she won the first prize.

For the secondary school level (Grades 7, 8, 9), a team of our students won the second prize for Mind Map Competition and also second prize for the Memory Competition.

In fact, out of all the public government-run schools in this province, our school is now considered the top school for academics of all kinds. This has only been possible since we started teaching the girls the Transcendental Meditation technique and the advanced TM-Sidhi program.

Linda Egenes: I know that you were adding on grades as the children grew up, and now for two years you have offered all 12 grades. How many of your graduates are going on to higher education?

Acharn Yai: Out of the 25 who finished grade 12 last year, 22 continued on to college and three went back to their villages to work. A donor has contributed to a special fund so the students can receive scholarships if they wish to go to college.

Linda Egenes: How does TM help the intellectual development of students?

Acharn Yai: Transcendental Meditation helps the children become more calm, more peaceful, more intelligent, and more focused on their studies.

As Maharishi said, there is so much knowledge to learn, it is infinite. What students need is to develop their consciousness by practicing TM. Then they expand their minds, the container of knowledge, and expand their capacity to learn more and more.

Linda Egenes: And moral development—does that also grow?

Acharn Yai: When the students practice TM, their consciousness become more pure, more good. Naturally their behavior, whatever they do, is good. That’s the direct consequence of meditating.

Because of their backgrounds, most of the girls, when they first come, are angry and sad. This gets expressed in rough behavior. They may fight the other girls or act aggressive. After they start meditating, they become more soft, more kind. After they meditate they become happy and find life is more fun.

Linda Egenes: How does the TM technique fit in with Buddhist education?

Acharn Yai: By practicing TM, it makes us understand the Buddhist religion more deeply. Between TM and Buddhism there is no conflict. Lord Buddha taught us to do good, to not do non-good, and to make our hearts and minds pure. Doing TM, your consciousness becomes more pure so it’s very much in accord with what Lord Buddha taught so there’s no conflict at all. And when the students meditate more and more, they are more and more peaceful so they can understand the teaching of Lord Buddha better. It’s easier for them to be good.

When you meditate you contact pure consciousness, then naturally your thinking, your action and speech are good and you don’t do any harm to anyone. You don’t have to force yourself. When you have good consciousness it would hard for you to do anything that is not good. When you have a pure heart then non-good will not happen.

Linda Egenes: What do you see as the future for your school and what is it that you need to reach that future?

Acharn Yai: I would like to have 1000 students meditating together and doing the advanced meditation program of the TM-Sidhis together. That will create peace and happiness not only for these students, but for all of Thailand. That’s why we are building a bigger dormitory, so we can enroll more students.

Linda Egenes: Why do you feel that education is important for every mother, every woman in Thailand and the world?

Acharn Yai: Education is the root of life. Through education you can have the knowledge to support yourself and your family in this world, to earn a living. But even more, real education provides the proper knowledge to live a full life. It helps you to develop your inner consciousness so you can bring peace and happiness to yourself and everyone around you.

Linda Egenes: How do you feel that the TM technique can help women around the globe, to realize their full potential?

Acharn Yai: If we practice Transcendental Meditation we will have inner happiness. We will have more strength. We will be more calm and peaceful.

When we are more peaceful we have clear vision. Then if a problem arises in life, we can see clearly what is the cause and how to solve the problem properly.

If you don’t meditate, when a problem arises, you tend to keep repeating the problem, and you can’t solve the problem as easily. Some people will run away from a problem and continue to run. But if you don’t solve the problem it will just keep following you!

That’s why it’s important to have a peaceful mind so you can see the source of the problem and solve it properly.

Read Part Two of this three-part series here

During the past two years, Acharn Yai and supporters have raised funds and completed a new classroom building. Now the school is raising funds for a new dormitory building that will allow the school to expand from 500 to 1000 students. Tax-deductible donations for the school can be made at http://www.seedsofheaven.org/donate.html. When donating, be sure to click the button for Dhammajarinee Witthaya School in Thailand. Or you may donate directly to the school here: http://www.buddhistgirls.org/eng/donate.html

New Fundraising video 

Full 13 minute video

Photos by Tina McQuiston, reprinted with permission.

(I originally wrote this post for Transcendental Meditation for Women Blog, October 16, 2014. Reprinted with permission.)

BY LINDA EGENES

Does Gender Specific EducationIn most developing countries, the education of girls lags far behind that of boys. Yet because educated girls are better able to care for their families, universal education for girls is considered a major way to lead developing countries out of poverty. Helping all girls and boys receive an education is the mission of UNGEI, the United Nations Girls’ Education Initiative.

The good news is that in America, the education of girls is on the rise. In fact, some researchers think that it’s not the girls who now need help, it’s the boys.

Since 2006, the gap is widening between boys’ and girls’ achievement. A recent NY Times article by David Leonhardt: “A Link Between Fidgety Boys and A Sputtering Economy” cites a paper by Diprete and Buchmann from Third Way, a Washington research group, which found getting As and Bs in middle school is a predictor for success in college. Girls significantly out-performed boys in academic grades (48% of the girls earned As and Bs while only 31% of the boys scored that high). Girls also out-performed boys in social behaviors that lead to success such as attentiveness, persistence, flexibility, independence, and “behaving.”

When I scrolled through the 635 comments on this article, I was struck by how many parents and educators felt that boys need a different kind of education.

One possible reason is the current emphasis on standardized testing. In an effort to raise test scores to comply with the No Child Left Behind Act of 2001, schools across the country have cancelled art, music, PE and even recess to allow more time for kids to focus on academics. This cerebral, non-kinesthetic approach does not serve any student, but it hits boys the hardest, because they mature at a slower pace and often find it harder to sit still for hours at a desk.

Some experts point to gender specific education as a key to help both boys and girls learn. While in the past girls-only educational settings have been found to benefit girls more than boys (especially in closing the gender gap in math and science achievement), it seems that boys may also thrive in all-boys classrooms that favor a more engaging, active learning style.

One thing is clear: girls and boys alike are struggling with stress today, and stress can make it hard to focus. Some schools are helping their students experience academic success without stress by introducing the Transcendental Meditation technique. By meditating for a few minutes at the beginning and end of the school day, many children — along with their parents and teachers — are reporting a wide range of positive benefits due to their meditation sessions, from better grades to better behavior to feeling happier.

Even kids with ADHD—which affects more boys than girls—can be helped by meditating. Here are some comments from kids with ADHD:

“TM helped me with my schoolwork, I’m not getting as frustrated with friends, doing my homework better, not getting in as many fights at school, stuff like that.”

“It’s easier to focus and work on one thing instead of fidgeting. It makes me more confident.”

“I’m more calm, less hyper and more mature than I was before. Now all my friends want me to come over to their house.”

And the research backs up these positive reports. A random-assignment controlled study published in 2012 in Mind & Brain, The Journal of Psychiatry (Vol 2, No 1) found improved brain functioning and decreased symptoms of ADHD in students practicing the Transcendental Meditation technique. The paper, ADHD, Brain Functioning, and Transcendental Meditation Practice, is the second published study demonstrating TM’s ability to help students with attention-related difficulties.

“The Transcendental Meditation technique increases blood flow to the brain,” says Dr. Sarina Grosswald, the principal investigator of the study. “That’s important because one of the physiological correlates of ADHD is reduced blood flow in the brain. Practice of the TM technique also results in a dramatic reduction in stress, anxiety, and depression.” Dr. Grosswald’s study also found that organization, memory and strategizing skills significantly improved.

If boys and girls alike increased their learning ability and academic achievement by practicing the TM technique twice a day, perhaps there really could be a time when no child — or gender — fell behind. In fact, perhaps all students’ progress would leap ahead.

Linda Egenes writes about green and healthy living and is the author of six books, including Super Healthy Kids: A Parent’s Guide to Maharishi Ayurveda, co-authored with Kumuda Reddy, M.D.

(I originally wrote this post for Transcendental Meditation for Women Blog, June 16, 2014. Reprinted with permission.)

BY LINDA EGENES

Educating Girls in UgandaUganda, like most countries in Africa, has experienced drought, famine, war, political instability, human rights violations, an AIDS epidemic, and extreme poverty. Providing higher education for Ugandan girls is especially critical, as research has shown that when young girls and women are educated, they are able to care better for their children and lead their families out of poverty.

The evidence is so striking that it can be boiled down to one sentence: If you want to change the world, invest in the education of girls.

According to the United Nations Girls’ Education Initiative, 46.5% of girls in Uganda get married and have children before reaching the age of 18. The literacy rate of girls lags behind that of boys, and even though the primary school population is evenly divided between boys and girls, girls comprise only 46% of secondary students and 38% of college students.

In order to provide a high school education to girls in an area of Uganda where there are no opportunities for a non-sectarian higher education, Maharishi Secondary School for Girls is the first non-sectarian boarding school for girls in the eastern edge of Uganda. It started with a small group of 30 girls in 2009 in Mbale, Uganda. The next year it doubled to 60 and kept growing. Now with new buildings in progress, they are aiming for 600.

The school has been successful in helping children who have been rejected from other schools for behavioral problems or for being HIV positive. Grant Lusimbo, the amiable director who helped found the school says, “Our students are now performing better than the schools who take only the cream. This is a great joy to us. Now we get the students that the others say, “We can’t touch this one. We say, OK, we will take her, we have a method.’”

The method he refers to is the Transcendental Meditation technique, which the students practice twice a day together as a group in addition to taking a rigorous course of academics.

Director Lusimbo explains that the TM technique allows the thinking mind to settle down and experience the source of creativity, silence and calmness within. At the same time the body experiences deep rest and releases stress. This stress relief is especially important for Ugandan students, because even though the political situation is more stable now, the decades of stressful events have left large segments of the population, including the young people, suffering from depression and PTSD.

Lusimbo recounts what happened the first time he introduced the TM technique to students in another Ugandan school in 1983. He explains that in Uganda, corporal punishment is a common way to discipline students. “All of a sudden after introducing TM the behavior was so good,” he says. “So all corporal punishment was abolished.”

Now he likens the Maharishi Secondary School to a hospital that cures a patient who was considered incurable by doctors. “The other schools are saying, ‘No, we can’t teach you.’ We say, ‘Bring her to us and we’ll resurrect her.’ ”

The teachers, who also practice the Transcendental Meditation technique, are equally enthusiastic. Headmistress Kalyebbi Felistus says that she has taught in all types of schools, with girls alone, boys alone and mixed, but finds that these girls are more disciplined and eager to learn. History Teacher Zemei Beth says that the students are lively but “We don’t experience misbehaviors.”

Peer-reviewed research shows that the daily practice of the Transcendental Meditation technique not only improves social behavior by calming anxiety and anger, but it improves focus and clarity of thinking, helping students to effortlessly increase their learning capacity. One student reported, “After morning lessons, I come out with my mind tired. But after meditating, my mind has become fresh and I can pick up on whatever they are teaching and understand hard subjects like biology, chemistry and physics.”

Science teacher Opado Joel says, “Our school has now improved in the level of academics simply because of one thing, and that’s meditation.”

One student who is HIV positive and had suffered from the stress and isolation that accompanies this condition, reported, “Since I started meditation, I have seen my health improving. I used to have body aches and terrible headaches, but these days I am happy to be healthy. I don’t experience aches. I understand myself—who I am. And my friends have started supporting me because they are also meditators.”

Visit the school’s website and watch their video here.

Watch the video of the dormitory in progress at the Maharishi Secondary School for Girls in Uganda here.

Linda Egenes writes about green and healthy living and is the author of six books, including Super Healthy Kids: A Parent’s Guide to Maharishi Ayurveda, co-authored with Kumuda Reddy, M.D.

(I originally wrote this post for Transcendental Meditation for Women Blog, March 3, 2014. Reprinted with permission.)

BY LINDA EGENES

(Part two of a two-part series)

The Personal Journey of Acharn Yai, Buddhist NunAcharn Yai is not a typical Buddhist nun. For one thing, she drives a car, uses a cell phone, and is committed to employing the best of modern technology to help the school thrive, even creating her own videos for fundraising.

She is also the founder of a unique school in Thailand. In 2003, Acharn Yai founded Dhammajarinee Witthaya School, the first and only free Buddhist boarding school for Thai girls who are at risk due to poverty, abandonment, or abuse. The school now has 530 in-residence students from preschool through grade 12, taught by 41 teachers. In order to accommodate 500 more girls who wish to attend the school, a new classroom building is already under construction.

The story of one woman uplifting thousands of girls from poverty is inspiring, to say the least. These girls not only receive safe haven and a free education—they are being transformed in ways that no one could have predicted or imagined. Under Acharn Yai’s leadership, they practice the Transcendental Meditatio technique twice a day, which she credits as the turning point for the school—since the girls started meditation, they now win top academic awards, live in harmony together and have learned skills to succeed in a culture that would otherwise exploit them.

It would be hard to imagine anyone as suited to the job of leading the school as Acharn Yai. As she walks through the peaceful campus, the sounds of Buddhist chanting mingle with birdsong. The younger girls flock around her as she walks. It’s obvious that she is not only revered by them, but dearly loved.

“She is a universal mother, so compassionate,” says Anarbha Supaneedis, a teacher of the Transcendental Mediation technique who helps teach the new students who come each year. “I feel my heart melting when I see how much she loves these girls and wants to take care of them and nourish them in every possible way.”

Outsiders also have recognized Acharn Yai’s gifts. In 2012 she received the Enlightened Leadership award from the Global Mother Divine Organization in Vlodrop, Holland. And for her service in providing a free education to thousands of girls in poverty, she was honored with a service award for her leadership in Ratchaburi province, where the school is located.

It was Acharn Yai who made the decision to introduce the TM technique to the school’s staff and students in May 2008, having heard about the educational benefits. Yet she herself preferred to remain a cautious observer and even went into hiding while the TM instruction was taking place so she would not get pulled into learning!

A few months later it became clear to her that the atmosphere of the school had already transformed. “Everyone seemed to be happier and more harmonious, unlike before,” she says. “I heard no complaints about any difficulty or headaches from the TM practice even among the youngest students. This was a surprise to me because I had experienced complaints in the past from teaching Buddhist meditation to the girls.”

She became curious about why this simple and easy technique could make such a dramatic change in her school. To find the answer firsthand, she finally decided to learn Transcendental Meditation in December 2008.

Ever humble and honest, Acharn Yai says she has experienced positive changes from practicing the TM technique for five years. “It benefits my life as a whole—making me healthier and calmer. The most obvious change in me is my emotions. I usually was a hot-tempered and impatient person. But after practicing TM, I became more peaceful, modest and careful. I am able to understand other people better than before.”

Acharn Yai also feels that the practice of Transcendental Meditation supports traditional Buddhist values.

“When we practice TM, we go to the source of pure consciousness and purify stress, and when we come out of meditation we naturally think good, speak good, and act good. It’s completely effortless and natural. When we have less stress, we don’t have to force ourselves, we don’t have to try to be good. We naturally live the teaching of Lord Buddha—to think good, to speak good and to act good. So TM and Buddhism are very related.”

Based on her own experience, Acharn Yai became the first Buddhist nun to become a teacher of the Transcendental Meditation technique.

The construction of a large building is now underway to accommodate the 500 additional girls. A significant portion of money has come from the government and private donors, but the school still needs to quickly raise $95,000 to finish this large building in 2014.

This dynamic woman is thinking beyond the individual lives of these students, to ways they can become a force for good for the entire country. If she realizes her goal of providing room for 1000 students, then more than 800 students and teachers will be practicing the TM program together.

Noting research on the positive changes that take place for the community and nation when large groups of people practice the Transcendental Meditation program together, Acharn Yai aims to create nothing less than national coherence for Thailand. And that will be the greatest transformation of all.

Watch the video

Linda Egenes writes about green and healthy living and is the author of six books, including Super Healthy Kids: A Parent’s Guide to Maharishi Ayurveda, co-authored with Kumuda Reddy, M.D.

(I originally wrote this post for Transcendental Meditation for Women BlogFebruary 20, 2014. Reprinted with permission.)