This article argues that meditation and therapeutic listening have a place in school. The article starts by summarising the findings of PhD research into exclusion which gave rise to this argument and then goes on to explain exactly what is meant by the words: ‘meditation’ and ‘therapeutic listening’. In defining the words, details of how the methods could be used by young people and adults in schools are given. Case studies and comments from students are used to illustrate the effects that the two methods have on self‐esteem, emotional literacy and attachment and why these are important.

No abstract