The educational and pyschological effects of the practice of Transcendental Meditation (TM) on secondary school students were examined. A course including TM technique was taught to two public high school classes of 30 volunteers each. One class took the TM course for both semesters; the other took an alternative course in self-development for the first semester and the TM course for the second semester. A group of volunteers from the same school formed the control group. Personality, intelligence, and interview measures were administered on a pretest-posttest basis to all three groups. The year-long TM class showed significant global effects of treatment on neuroticism (as measured by the Eysenck Personality Inventory), self-concept (as measured by the Tennessee Self-Concept Scale), and the interview measure. Regularity of the TM technique correlated with gains in both experimental groups. (Author)