Quiet Time: Reducing Stress and Improving Life Outcomes for Disadvantaged Students
Last registered on May 14, 2018


Trial Information
General Information
Quiet Time: Reducing Stress and Improving Life Outcomes for Disadvantaged Students
Initial registration date
May 10, 2018
Last updated
May 14, 2018 12:56 PM EDT

This section is unavailable to the public. Use the button below to request access to this information.

Request Information
Primary Investigator
University of Chicago Crime Lab
Other Primary Investigator(s)
PI Affiliation
Northwestern University
Additional Trial Information
On going
Start date
End date
Secondary IDs
Growing up and living in disadvantaged urban neighborhoods can cause toxic stress, which can have lasting adverse effects on student academic and behavioral outcomes. To address the harmful effects of stress caused by chronic exposure to violence and poverty, we propose an evaluation of Quiet Time, an in-school meditation program. Quiet Time (QT) gives students training in Transcendental Meditation and the time to practice it during two 15-minute periods during the school day, giving young people the tools and time to reset amidst the constant stress of their everyday lives. We hypothesize that teaching students to meditate and giving them the space to do so during each school day will lead to improvements in educational outcomes and behavior inside and outside of the classroom. Using a randomized controlled trial (RCT) in six public high schools in Chicago, we aim to determine the effects of the QT program as measured by academic achievement and school engagement and behaviors in and out of school.
External Link(s)
Registration Citation
Guryan, Jon and Aurelie Ouss. 2018. "Quiet Time: Reducing Stress and Improving Life Outcomes for Disadvantaged Students ." AEA RCT Registry. May 14. https://www.socialscienceregistry.org/trials/2684/history/29461
Experimental Details
The Quiet TIme program is an in-school meditation program for students in under-resourced communities. As part of this design, two 15-minute periods are built into the school day during which students in treatment classrooms can choose to practice TM, while students in control classrooms are offered other status-quo educational and enrichment opportunities. These are determined by school staff and include activities such as reading-based college/career readiness or current events curriculums.
Intervention Start Date
Intervention End Date
Primary Outcomes
Primary Outcomes (end points)
A. Administrative outcomes
1) Outcome 1: Academic outcomes - We plan to evaluate the impact of meditation on academic outcomes, for example as measured by GPA, standardized test scores, and attendance. We will leverage existing data-sharing agreements between the University of Chicago Urban Labs and Chicago Public Schools (CPS) to collect these data.
2) Outcome 2: Behavioral outcomes - We will look at behavioral outcomes as measured by in-school disciplinary infractions and out of school arrests, victimization and violence involvement. Again, we will work with CPS to collect these data through our existing data sharing agreements. We will also work with the Chicago Police Department to use administrative arrests and victimization for this study.
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
The study uses a cluster RCT design, in which classrooms are randomly assigned to treatment or control conditions. A total of 6 schools were enrolled in the study (3 in school year 2016-2017 and 3 in school year 2017-2018).
Experimental Design Details
Not available
Randomization Method
Randomization was carried out in Stata and stratified by:
• School
• Grade
• Randomization wave
• [if applicable]: past arrest rate
Randomization Unit
Was the treatment clustered?
Experiment Characteristics
Sample size: planned number of clusters
Year 1: 41 classrooms
Year 2: 59 classrooms
Sample size: planned number of observations
2,168 students: 1,094 treatment, 1,074 control
Sample size (or number of clusters) by treatment arms
Year 1: 779 students across 41 morning classrooms and three schools. 399 were randomized to treatment and 380 to control.

Year 2: 1,389 students across 59 classrooms and three schools. 695 randomized to treatment and 694 to control.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB Name
University of Chicago
IRB Approval Date
IRB Approval Number