The Effects of a School-Based Lovingkindness Meditation Practice on Students' Emotional Intelligence and Hope.

This study examined the effects of a daily, 4-week lovingkindness meditation (LKM) practice on adolescents' levels of hope and emotional intelligence (EI) within alternative education school settings. Results showed no statistically significant differences between the treatment and waitlist control groups in reported hope and EI; however, when accounting for students' frequency of meditation practice, more frequent engagement was significantly associated with improved outcomes. The intervention was delivered asynchronously via guided recordings facilitated by teachers, with collaboration from school counselors, highlighting practical considerations for school-based contemplative practices. Limitations include a small, nonrandomized sample and reliance on self-report measures, suggesting caution in interpreting findings. The study underscores the need for further research on contemplative interventions in schools, particularly exploring varied practices, engagement strategies, and diverse student populations.