Students meditate during ‘Quiet Time’ at the Ideal Academy Public Charter School

Taking Care Of The Student

The Forgotten Element In Education

By Cynthia E. Johnson

Assisted by Lisa Lindberg

The surgeon general said that America is swimming in an ocean of stress. If this is true, our children are drowning in it. ~ Robert Roth, Vice President of the David Lynch Foundation

A teacher of a Montgomery County high school describes the 7:30 AM morning: kids with hoods pulled over their eyes, practically sleepwalking. At their desks, students are slumped over, exhausted—sleep deprived. A school counselor describes a student whose deep anxiety constricts her ability to understand a basic math concept, and another student whose pressure to succeed is so intense that anxiety escalates into insomnia, depression, and feelings of suicide. In most schools in our country, the student himself, and his instrument of learning—his physiology—are being ignored. We are experiencing, possibly promoting, epidemics of sleep deprivation and stress in our schools, and in the general public. Not only do we not pay attention to students’ physical health, we do the opposite: impose physical and mental strain, sometimes to the breaking point, often with serious, long-term results for both physical

and emotional health. In this article, we look at some recommendations and programs addressing this problem. We begin with refreshing our understanding of Ideal Academy Public Charter School, experiencing remarkable results by incorporating “Quiet Time” into the daily routine; and breakthrough research on ADHD and “Quiet Time” from several middle schools.

Attention—Deficit Hyperactivity Disorder (ADHD)

Another widespread disability related to stress is Attention—Deficit Hyperactivity Disorder (ADHD). Studies published in journals Child Development, Molecular Psychiatry, and others shed light on the relationship between stress and ADHD, states Dr.Sarina Grosswald, an expert in cognitive learning who recently conducted groundbreaking research on ADHD (see below). The areas of the brain adversely

affected by stress are the same areas affected by ADHD.  Could ADHD be caused, at least in part, by stress? At the very least, the symptoms of ADHD are aggravated by stress, including impulsivity, mental

and physical restlessness, inattention, distractibility, and disorganization. And the current solution— medication—is far from perfect. While it improves symptoms in many children, it often creates unacceptable side effects and is ineffective for many children with ADHD. There are a number of concerns about long term use of stimulant medication, including concerns about growth, cardiac health, and liver function. There is much room for improvement in the way we treat kids with ADHD. In summary, the indicators are overwhelming that our society and schools are neglecting the fundamental component

of education—the student himself, his instrument of learning, his physiology. Now that we know about this heartbreaking trend affecting our youth today, let’s look at some proposed recommendations, and some approaches to these problems that are meeting with success. Some Solutions Addressing the problem of sleep deprivation, high schools in Edina, Minnesota, and Lexington, Kentucky, changed morning start time to an hour later. This had significant results in improving academic achievement, involvement in extracurricular sports, and overall well-being of the students, including fewer teenage car accidents. This is an important investment that all school systems should take seriously.

In his work with parents, students, and educators, Dr. Stixrud gives these recommendations:

• Make a balanced, healthy life a priority for you and your children. It will pay off in the long run in your having more happy and successful lives.

• Remind yourself how much more productive and happy you yourself are as adults when healthy and clear minded—kids are no different.

• Realize that students learn more when they feel safe, included, accepted, and challenged—but not rushed.

• Take developmental readiness into consideration; do not push for teaching academic skills at younger and younger ages. From a neuro-developmental point of view it makes no sense to push learning before the student is developmentally ready, as most things are more easily learned by a more mature brain.

• Consider and discuss what truly successful adults are like—doing what they love instead of being concerned about competition and success.

• Make sleep a top priority, teaching kids about the effect of sleep deprivation. Regularity of bedtime promotes better quality sleep.

• Teach kids about the effects of prolonged stress on the brain. Discuss the value of deep rest and what it can contribute to your activity.

Regarding this last recommendation, Dr. Stixrud says, “There is an enormous body of research that emphasizes how important deep rest is for the nervous system. The nervous system works best when adequately rested. And we know that sleep does not always adequately dissolve deep—rooted stress.”

To address these more deeply-rooted problems, Stixrud recommends the easily learned meditation technique of Transcendental Meditation—either incorporated into the school’s routine, or practiced at home. He states, “I have been a big fan of using Transcendental Meditation for many years, due in part to the program’s unparalleled ability to create the experience of ‘restful alertness.’ This unique state produces high levels of coherence or orderliness in the functioning of the brain, which results in the experience of increased peacefulness, harmony, mental clarity, and the ability to see things in perspective.”  Dr. Stixrud is on the Advisory Board of the David Lynch Foundation, which is funding the implementation of Transcendental Meditation in public and private schools in the U.S. and around

the world, including some in Washington, D.C.

Ideal Academy Public Charter School’s Program of ‘Quiet Time with Transcendental Meditation’

One school in Washington, D.C.—the Ideal Academy Public Charter School—has taken to heart recommendations for nurturing the student. In addition to its later start time and healthy hot lunches, they have pioneered the program of ‘Quiet Time with Transcendental Meditation’ as part of their chartered purpose of attending to the well-being of the student. Fifth graders, middle school, and high school students participate in Quiet Time, as well as most faculty and staff. On the morning I visit Ideal Academy, the students are arriving and the halls are full of noisy teenage exchanges. The school’s principal, Dr. George Rutherford, greets students as they enter, smiling warmly and exchanging banter. He looks  youthful and vibrant for his 45 years in public education. Dr. Rutherford first came upon Transcendental Meditation in the early 1990’s when principal of the Fletcher Johnson Educational Center—a school in one of the most dangerous neighborhoods in D.C. He explains, “Dr. John Hagelin, a Harvard-trained quantum physicist and educator, came to my school and talked to my kids about politics. I was intrigued with what he had to say—he talked about educational programs that develop human consciousness.”

Dr. Hagelin, Director of the Institute of Science, Technology and Public Policy, has led an international scientific investigation into the foundations of human consciousness and practical applications for education, public policy, and world peace. Dr. Rutherford was impressed, and he and his wife learned the technique. After practicing the technique for some time, his colleagues saw a difference in him. “I was able to do more and I was not as hyper.” His wife had initially been apprehensive “because she is a

devout religious person and thought it might conflict with her Christian belief.” But after learning the technique, “she realized it had nothing to do with religion, and she encouraged our four children to learn also. It was a beautiful experience.”

“Soon after this I visited the school in Fairfield, Iowa,” a kindergarten through 12th grade school where students practice Transcendental Meditation. “I saw how happy the students were and wanted to bring the same kind of atmosphere back to my students.” Dr. Rutherford continued, “Having a way to become calm and peaceful, yet awake, alert, that’s just what students need, but don’t usually have. All these things—my own experience, the school in Fairfield, and the impressive amount of research backing

it up—led to my decision to bring this to my students”—first, at Fletcher Johnson. The positive changes were “dramatic, almost miraculous” in terms of school atmosphere, student behavior, and academic achievement during a three-year trial. Dr. Rutherford later came to be principal at the Ideal Academy Public Charter School, where ‘Quiet Time with Transcendental Meditation’ was included in the charter. “The program was included in the proposal agreed upon by the D.C. Board of Education,” explains Dr. Rutherford.

On the day I visit Ideal Academy, I experience what Dr. Rutherford described: deep silence and settledness as students, faculty and staff participate in Quiet Time morning and afternoon. “The personal experiences and research are showing the effect these periods of silence have on learning and teaching,” said Rutherford. Here are some things the students have shared: “My grades got better because I’ve

been calm in class.” “I used to be grumpy—I had an attitude problem. Now all I have to do is meditate. If you keep that stress in, it bottles up, and you need to let it out. So you meditate… and it goes away.”

“I notice I haven’t been mad for awhile, since I learned TM. I used to get in fights and I used to talk about

people behind their back. And it helps me not to get distracted. My mom said that when I’m in class, I was bored. But now, I’m not really bored.” “Before I started meditating, when I didn’t understand something, I would sit there and get mad and just want to skip it. But now, if I don’t get something, I’ll ask the teacher more questions, and I do better now.” “I have asthma, and physically, TM has helped me with my respiration and breathing. Academically I have been more stimulated towards learning and I have gained a quiet patience and tolerance towards math. My teachers have commented on changes in me.”

Research supports these experiences. The 2005-2006 pilot project at Ideal Academy, along with research at middle and high schools in national studies using Transcendental Meditation, show the following results:

• Reductions in anxiety, emotional distress, suspension rates, symptoms of depression, high blood pressure, hyperactivity, and inattentiveness.

• Increases in academic achievement, overall self-concept, happiness, receptivity, and readiness for learning.

At a recent New England Conference on Children’s Health and Education held at the Harvard Club of Boston, Drs. Rutherford and Hagelin addressed educators about the effects of Transcendental Meditation in the classroom. Dr. Hagelin explained what happens during the practice: “The brain experiences a profound transformation, becoming coherent, balanced and calm. This orderly brain functioning is correlated with emotional stability, IQ, creativity, moral reasoning etc. Everything good about the brain depends upon its orderly functioning. ” Dr. Rutherford summarized, “As educators, our responsibility is to change the quality of life of young people, isn’t that true? We should be jumping on whatever program that has research behind it that has proven that it can make a difference,” and referred to some of the 600 studies, including through the National Institutes of  Health (NIH), which have shown the wide-ranging effects of the technique. Relief from Both ADHD and Its Over-medication ADHD is another epidemic greatly exacerbated by stress. Therefore, any approach that reduces stress would have an impact on ADHD.  This was the idea Dr. Sarina Grosswald investigated in her research on ADHD. Dr. Grosswald conducted her studies at DC-area middle schools that have been implementing ‘Quiet Time with Transcendental Meditation.’ Her study, published in the online journal Current Issues in Education, received international media attention, including on ABC and PBS. It showed this practice significantly reduces ADHD symptoms: reductions in anxiety, improvements in organizing, planning, problem-solving, task-execution, focus of attention, and memory. Students reported being able to focus better, control

their impulsivity, and feel more confident. Some meditating students have been able to go off medication. PBS’s “On the Contrary” featured a program “Medication or Meditation,” including an interview with American University undergraduate Josh Goulding, diagnosed with ADHD in grade school. “I was on medication up through my junior year. Then I started TM. In three months my doctor said he didn’t think

I had ADHD anymore, so I came off the medication,” and felt fully adjusted within two—-three months. Josh has since graduated and works as a financial advisor. He says this practice has made all the difference in his ability to be successful in his work. Dr. Grosswald stated, “Unlike drugs, Transcendental Meditation doesn’t just treat the symptoms. It influences the underlying cause of the disorder, which means it doesn’t just create a temporary effect but can im prove the condition permanently. It offers a mental and physical quietness that an ADHD child so rarely gets to experience.”

A Vision of Possibilities

I want to return now to the opening consideration of this article: about taking care of children and reminding ourselves that ideal education is meant to unfold the full potential of the learner. This includes unfolding the love of learning, passionate interest in life, flowing creativity, delight and joy in learning.

I saw this kind of enjoyment when I visited a drama class at the Ideal Academy. When students were reading a script aloud to the class—shyly and haltingly, but with interest and sincerity—the teacher gave sensitive and enthusiastic encouragement to them. The students clearly felt a sense of openness and safety. High challenge, safe environment—conditions Dr. Stixrud and others have identified as fundamental for optimal learning. The current trend of realizing that we need to take better care of our children, exemplified by Ideal Academy and other schools, gives a real hope for a practical solution to the epidemic of stress in our young people. We can help transform their experience of drowning in an ocean of stress into  the experience of swimming freely in an ocean of all possibilities.

Websites for more information: www.TMeducation.org www.ADHD-TM.org www.DavidLynchFoundation.org Higher education: www.MUM.edu Snooze or Lose article: http://nymag.com/news/features/38951/ For Harvard Club Presentation: tmbusiness.org/videos/hc_highlights.html  Cynthia E. Johnson has a Master of Theological Studies from Harvard University, has taught at the middle school level, and is working on several writing projects. cindy@pulsarnet.com. Lisa Lindberg is especially interested in children and the physical environment.