Still Time In Schools

Bringing Meditation to the Classroom for a Better Tomorrow

In today's fast-paced, high-pressure educational environment, students face unprecedented levels of stress and distraction. Academic demands, social pressures, and the pervasive presence of digital devices contribute to anxiety, reduced attention spans, and emotional dysregulation among students. As a result, many schools are witnessing a decline in student well-being and academic performance.

Why Still Time In Schools Is So Important

At Still Time In Schools, we rely on science-backed, data-based research that validates the immense benefits of integrating meditation and mindfulness practices into the school curriculum. Here are just some of the reasons why your school needs Still Time...


Improved Attention and Concentration

Research has consistently shown that meditation can significantly improve attention and concentration in children. A study conducted by Crescentini et al. (1) found that meditation had a positive impact on primary school children's attention and psychological well-being.  These findings align with other studies that highlight how mindfulness practices enhance cognitive functions such as sustained attention and executive functioning in young students.

Enhanced Academic Performance

Cognitive skills such as working memory are crucial for academic success. A study in Psychological Science (2) revealed that meditation training can enhance these skills, leading to better performance in tests and overall schoolwork.

Reduced Stress and Anxiety

Mindfulness practices are effective in reducing stress and anxiety, which are common issues among students. A randomized controlled trial published in Pediatrics (3) demonstrated that school-based meditation instruction significantly lowers stress levels in students.

Better Emotional Regulation and Behavior

Implementing meditation can lead to improved emotional regulation and reduced behavioral issues, as reported in National Library of Medicine Pubmed (4). This means a more harmonious classroom environment conducive to learning.

Increased Resilience and Coping Skills

Adolescents who engage in meditation practices develop better resilience and coping mechanisms, according to a study in the Journal of Consulting and Clinical Psychology (5). This prepares them to handle life's challenges more effectively.

Still Time In Schools is dedicated to providing comprehensive mindfulness and meditation programs tailored to the needs of students, teachers, and schools. By integrating these practices, we aim to foster a supportive and thriving educational environment where every student can achieve their full potential.

Join Us in Making a Difference

Interested in learning more about how our programs can benefit your school? Leave your details below, and we’ll get in touch with you to explore how we can help your students, staff, and school perform better.

This is what some of Tom's school students have had to say about their meditation experience:

“Tom has been a guide and meditation coach in my life for many years. He really understands how the mind works and has been a great support for me” - Tara Morrison (19)
“Tom has been an inspiration in my life with his wisdom and guidance.” - Rhianna Kuchel (17)
“Hi Tom! Just wanted to say thank you so much for making the teens chill out meditation. I’ve now been meditating for a year and am seeing so many benefits from it and I definitely feel like I’ve been upgraded to IOS 20 haha! Thank you so much 🙏😊” - Angel Cohen (18)
“Woah. I came out of that meditation feeling, well, high! It was extremely relaxing! I absolutely love everything you do, so thanks again.” - Jo Payne (18)
“Hi Tom, I just did my first meditation! It was great! excited for the others!” - Millie (21)

Study: Study: Crescentini, C., Capurso, V., Furlan, S., & Fabbro, F. (2016). Mindfulness-oriented meditation for primary school children: Effects on attention and psychological well-being. Frontiers in Psychology, 7, 805.

Study: Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., & Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering. Psychological Science, 24(5), 776-781.

Study: Sibinga, E. M. S., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-based mindfulness instruction: An RCT. Pediatrics, 137(1), e20152532.

Study: Felver, J. C., Tipsord, J. M., Morris, M. J., Racer, K. H., & Dishion, T. J. (2017). The effects of mindfulness-based intervention on children’s attention regulation. NIH National Library of Medicine, 32(4), 533-546.

Study: Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial.
Journal of Consulting and Clinical Psychology, 77(5), 855-866.