The Impact of Heartfulness-Based Elective on Middle School Students

Main Goal and Fundamental Concept:

The primary objective of this study was to evaluate the effectiveness of the Heartfulness Program for Schools (HPS), a meditation-based elective, in reducing stress and enhancing well-being among middle school students. The core hypothesis posited that integrating Heartfulness practices into the school curriculum would cultivate positivity, foster social and self-awareness, and improve students' emotional intelligence, thereby mitigating stress levels.

Technical Approach:

The researchers conducted a quantitative study involving 7th and 8th-grade students. Participants were divided into two groups:

• HPS Group: 74 students who participated in the 13-week Heartfulness-based elective.
• Control Group: 38 students who did not participate in the elective.

Both groups completed two surveys measuring stress levels and well-being at baseline and after the 13-week period. The surveys aimed to assess changes in coping skills, stress management, and overall well-being resulting from the intervention.

Distinctive Features:

• Customized Intervention: The HPS was tailored specifically for middle school students, addressing the unique challenges faced by adolescents aged 12 to 17.
• Integration into Curriculum: Unlike many mindfulness programs that are extracurricular, HPS was incorporated as an elective course within the school curriculum, facilitating broader participation.
• Focus on Emotional Intelligence: The program emphasized building emotional intelligence, social awareness, and self-awareness, extending benefits beyond mere stress reduction.

Experimental Setup and Results:

Participants: 112 students (74 in HPS group, 38 in control group).

Duration: 13 weeks.

Assessment Tools: Two surveys administered pre- and post-intervention to measure stress and well-being.

Findings:

• Both groups had similar baseline scores.
• Post-intervention, the HPS group exhibited a statistically significant decrease in stress levels.
• Improvements were noted in coping skills, stress management, and overall well-being among HPS participants.

Advantages and Limitations:

Advantages:

• Empirical Evidence: The study provides quantitative data supporting the efficacy of Heartfulness practices in a school setting.
• Holistic Development: By focusing on emotional intelligence, the program addresses comprehensive student development.
• Curricular Integration: Embedding the program within the school curriculum ensures accessibility and regular practice.

Limitations:

• Sample Size: The relatively small and specific sample may limit the generalizability of the findings.
• Short-Term Assessment: The study evaluated immediate post-intervention effects without long-term follow-up.
• Lack of Randomization: Participants were not randomly assigned, which could introduce selection bias.

Conclusion:

The study demonstrates that the Heartfulness Program for Schools can effectively reduce stress and enhance well-being among middle school students. By fostering positivity and emotional intelligence, the program offers a promising approach to addressing adolescent stress within educational settings. However, further research with larger, randomized samples and long-term follow-up is recommended to substantiate and expand upon these findings.