EFFECT OF CYCLIC MEDITATION ON STRESS LEVELS, ANXIETY, AND DEPRESSION IN HIGHER SECONDARY STUDENTS

Abstract

BACKGROUND

In the current educational landscape, higher secondary students often grapple with immense academic pressures, peer expectations, and future uncertainties. These stressors have led to an alarming rise in psychological concerns such as stress, anxiety, and depression among adolescents, often compromising their academic performance and overall well-being. Addressing these issues through holistic and accessible practices has become increasingly necessary. One such intervention is Cyclic Meditation (CM), a structured yogic technique that blends physical postures with deep relaxation to regulate mental and emotional health. Though previous research has demonstrated CM’s benefits in adult populations, its application and effectiveness among school-going adolescents remain underexplored.

AIMS AND OBJECTIVES This study aims to assess the effect of cyclic meditation on the stress, anxiety, and depression of higher secondary students.

METHODS

Participants and design A total of 62 school Students from VPS High School in Lonavala, Maharashtra, aged 15-18 years. This study will follow a single-group pre-post design.

Assessments: Stress: Perceived Stress Scale (PSS) Anxiety: Depression Anxiety Stress Scale-21(DASS-21 Depression: Depression Anxiety Stress Scale-21(DASS-21 Sleep Quality: Pittsburgh Sleep Quality Index (PSQI)

vi Intervention: Intervention (Cyclic Meditation practice) will be of the duration of 40 minutes and 5 days/week, for one month. CM consists of various steps like IRT (1Min), Centering, Ardhakati chakrasana, QRT (3Min), Vajrasana, Shashankasana, Ustrasana, DRT (14 Min)

Results: Statistical analysis revealed significant improvements in three of the four targeted domains: Perceived stress levels decreased substantially (p < .001, Cohen’s d = 1.60), Depression scores showed a significant reduction (p < .001, d = 1.01), Anxiety levels dropped significantly (p < .001, d = 1.00), Sleep quality improved markedly (p < .001, d = 0.74). However, the DASS-21 stress subscale did not show statistically significant improvement (p = 0.108), possibly due to the instrument's sensitivity or the intervention duration.

Conclusions: The findings suggest that Cyclic Meditation is an effective intervention for reducing perceived stress, anxiety, and depression, while simultaneously enhancing sleep quality among higher secondary students. Given its accessibility and holistic nature, CM can be feasibly integrated into school wellness programs. Future studies with control groups, longer follow-up periods, and diverse populations are recommended to further validate and expand upon these promising outcomes.

Keywords: Cyclic Meditation, Yoga, School students, Stress, Sleep quality, Anxiety, Depression