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FOSTERING RESILIENCE-INCLUSIVE EDUCATION AND NON- Project Title DISCRIMINATION IN SCHOOLS Acronym FRIENDS Agreement n. 2017-3341/001-001 Project agreement number Project N° 592247-EPP-1-2017-1-IT-EPPKA3-IPISOC-IN Status version Final D 5.5 Overall Conclusions, Policy Recommendations, and Document number Lessons learned Open Access Distribution level Creative Commons Attribution Non-commercial License WP leader P03 – University of Algarve P03 – University of Algarve Partner Contributing to the P04 – ALMA MATER STUDIORUM – Bologna University Deliverable P09 – Maharishi Foundation UK Alberto Bramanti Sérgio Vieira Authors Joana Vieira dos Santos Alexandra Gomes Frans Van Assche Chiara Ruini Annet te Lindert Contributors Mirta Castellaro Stefano Mancin Final issue date 10 January 2020 Period covered 16 January 2018 – 14 January 2020 The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein Table of Contents Table of Contents ........................................................................................................................................ 3 1 Overview ............................................................................................................................................. 5 2 Results of the quantitative Study ......................................................................................................... 6 2.1 Children 5-11 ....................................................................................................................................... 6 2.2 Children 5 to 11 years old: Experimental study with a cross-over design .......................................... 7 2.3 Students from 12 to 18 ........................................................................................................................ 9 2.4 Teachers and Staff ............................................................................................................................. 10 2.5 Teachers and Staff: the particular case of Portugal .......................................................................... 13 3 Qualitative study ............................................................................................................................... 15 3.1 Interviewing Procedure ..................................................................................................................... 15 3.2 Analysis Procedure ............................................................................................................................ 15 3.3 Domains, target audience, and questions ......................................................................................... 16 3.4 Results ............................................................................................................................................... 16 4 A quantitative study in a prison as part of the expansion in other areas ............................................ 18 5 Discussion on the research findings ................................................................................................... 20 5.1 Children 5-11 ..................................................................................................................................... 20 5.2 Students from 12 to 18 ...................................................................................................................... 21 5.3 Teachers and Staff ............................................................................................................................. 21 5.4 Scaling up beyond schools – QT/TM in prisons ................................................................................. 22 5.5 Conclusions ........................................................................................................................................ 23 6 A framework for lessons learned from the implementation ............................................................... 25 6.1 An account of a successful country-wide implementation ............................................................... 25 6.2 An account of successful upscaling ................................................................................................... 26 6.3 Turning successful experiences into a methodological approach ..................................................... 29 6.4 Deepening and widening ................................................................................................................... 29 6.5 Different actors .................................................................................................................................. 29 6.6 A network of networks ...................................................................................................................... 31 6.7 An innovation diffusion model and the implication for policy making ............................................. 32 7 The application of the framework to the implementation of QT/TM including lesson learned ........... 34 7.1 Assessment ........................................................................................................................................ 34 7.2 Adaptation ......................................................................................................................................... 35 7.3 Capacity-building strategies .............................................................................................................. 35 7.4 Creating implementation teams and an implementation plan ......................................................... 36 7.5 Assistance, coaching, supervision ..................................................................................................... 36 7.6 Evaluation of on-going implementations .......................................................................................... 37 7.7 Creating feedback mechanisms ......................................................................................................... 37 7.8 Learning from experience .................................................................................................................. 37 8 Policy implications for the district/regional level ............................................................................... 39 8.1 A simply model of innovation diffusion ............................................................................................. 40 8.2 Enabling factors and the role of policies ........................................................................................... 45 8.3 Towards a coordinator of the district/regional network................................................................... 46 FRIENDS_D5.5_EvaluationConclusions_10-01-2020 3 8.4 The delivering of TM schoolteacher training .................................................................................... 47 8.5 Supporting “local learning communities” ......................................................................................... 47 8.6 Fundraising campaigns to support the “phasing in” ......................................................................... 49 8.7 Promoting monitoring and evaluation assessments ......................................................................... 50 8.8 Key messages on the implementation process ................................................................................. 51 9 Policy implications for the national/European level ........................................................................... 52 9.1 Getting momentum ........................................................................................................................... 54 9.2 Towards a possible role for European Ministries of Education ......................................................... 57 9.3 Financing “well-being programmes” ................................................................................................. 60 9.4 Creating and enhancing the network of networks ............................................................................ 73 9.5 Promoting monitoring & evaluating campaigns ................................................................................ 75 9.6 A supporting toolkit ........................................................................................................................... 77 10 Closing comments on Policy Making .................................................................................................. 78 References ................................................................................................................................................ 81 FRIENDS_D5.5_EvaluationConclusions_10-01-2020 4 1 Overview An explanation on how Quiet Time based on Transcendental Meditation (QT/TM) fosters a more supportive, inclusive, and harmonious social environment, where students, teachers, and staff can function more effectively both in and out of school, while at the same time promoting inclusive education, has been given in deliverable 5.4 In this deliverable we present1: • The results of the quantitative study in terms of a statistical analysis and discussion of the quantitative data collected. • The results of the qualitative study using semi-structured interviews. • The results of a quantitative study in a prison as part

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