While each of us had a different experience of primary and secondary education I think we can all agree on several outcomes that we hope a student’s education will achieve.

Through schooling we want young people to come out with a variety of qualities.

At its core school aims to develop independent, affective individuals; cognitively capable, socially ept, with a firm, sturdy character.

The intention is to set up students for their futures having maximised these aptitudes, platforming them to take over as the primary agents of their own lives, their self-development and effective pursuit of their ambitions.

We hope that schooling exposes them to as many different experiences as possible so they can discover their interests and
passions, through which each of them may form ideas of who they are and what they want to
do.

It goes without saying that we want to employ every available tool to achieve these outcomes, however, whereas one tool might be successful with one pupil, it equally might not be with another.

At worst the wrong device can even have a detrimental effect.

So it’s rare to find a method that can positively affect everyone’s development.

Meditation is among these rarities, and (I would argue) one that is profoundly powerful.

While attitudes towards meditation are changing there remains a popular misconception that it is a spiritual activity and little more.

Its practice is becoming more popular but institutionally, certainly at the level of the organisation of education, we’re stuck in a set up that has yet to see its potential value, or indeed think of it at all.

It is one among many other recently identified, neglected opportunities.

Like any tool the outcomes of meditation depend upon the purpose with which it is employed and the meaning invested in it.

Someone seeking spiritual transcendence meditates in order to find higher meaning, while others use it for more practical
purposes.

Here we are concerned with the latter, examining why its integration into schooling would be an invaluable addition to the toolset used to cultivate each student.

It is a tool that augments the others as well.

With meditation every single student can benefit greatly.

It is not just valuable for those who may markedly struggle, whatever the reasons may be.

Despite what some may believe it is not necessary to sit in a tranquil secluded landscape for hours at a time in order for dramatic outcomes to be gained.

Even just ten minutes a day, maybe not everyday even, is enough. It is impressive how powerful meditation can be with only a brief, light application.

Written by: Aaron Levvy, Social Worker, Cherwell School Oxford.