Comments from Students and Teachers about the Benefits of the Transcendental Meditation technique for ADHD
If I got older without doing TM, I would probably see myself as this overstressed, tired student who just barely gets his work done. But now, I think I’ll be a very good student, always willing to do his work, and exceeding expectations.
—BT, age 14
TM makes me feel a lot more confident in myself.
—JL, age 13
I feel calmer in school. If I’m too active, I can go to TM [meditation in school]. It helps me settle down. It makes me feel more alert, and I can study better.
—AD, age 12
It’s easier for me to focus and concentrate my energy on one thing, rather than trying to work on one thing, fidgeting, trying to stop that, and trying to listen to the teacher at the same time. Now I can stop and focus on one thing.
—JL, age 13
Teacher: Prior to TM, in a 45 minute class of science, you might have been effective for half the class period. But for J. to come back after TM, being extremely settled, extremely focused, I probably had him for 25 minutes and it was more effective than a 45 minute class.
—CM, science teacher
Teacher: [With practicing TM] it’s easier for them to concentrate on what you’re saying and to absorb it. It has a great effect on their learning ability. You can teach more and they can learn more as a result.
—JD, language arts teacher
Comments from Students and Teachers about the Benefits of the Transcendental Meditation technique for ADHD
If I got older without doing TM, I would probably see myself as this overstressed, tired student who just barely gets his work done. But now, I think I’ll be a very good student, always willing to do his work, and exceeding expectations.
—BT, age 14
TM makes me feel a lot more confident in myself.
—JL, age 13
I feel calmer in school. If I’m too active, I can go to TM [meditation in school]. It helps me settle down. It makes me feel more alert, and I can study better.
—AD, age 12
It’s easier for me to focus and concentrate my energy on one thing, rather than trying to work on one thing, fidgeting, trying to stop that, and trying to listen to the teacher at the same time. Now I can stop and focus on one thing.
—JL, age 13
Teacher: Prior to TM, in a 45 minute class of science, you might have been effective for half the class period. But for J. to come back after TM, being extremely settled, extremely focused, I probably had him for 25 minutes and it was more effective than a 45 minute class.
—CM, science teacher
Teacher: [With practicing TM] it’s easier for them to concentrate on what you’re saying and to absorb it. It has a great effect on their learning ability. You can teach more and they can learn more as a result.
—JD, language arts teacher
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