Presentation Session II

This classroom-based action research study examined the perceived impacts of a brief, teacher-led meditation routine on high school students’ stress, focus, and physiological awareness. Conducted in an 11th and 12th grade Human Physiology classroom in Hawaiʻi, the intervention consisted of five-minute guided meditations implemented at the start of class over seven sessions .

Data included a pre-intervention Perceived Stress Scale (PSS-10), daily exit tickets, and student reflections. Qualitative analysis using inductive thematic coding identified four themes: calmness and stress regulation, focus and readiness for learning, physiological awareness, and variation in participation and response.

Findings indicate that many students perceived increased calmness, improved readiness for learning, and greater awareness of physiological states such as breathing, heart rate, and muscle tension. However, responses varied, with some students reporting sleepiness, discomfort, or no noticeable effect.

These findings suggest that brief meditation practices may support student well-being and engagement, while emphasizing the need for flexible implementation.