<![CDATA[This study explored the experiences of novice junior high school students participating in Ānāpānasati meditation practice in a school setting with different environments and atmospheres. An exploratory qualitative approach was employed to gain an in-depth understanding of students’ experiences during the practice of Ānāpānasati meditation. Data were collected through written reflection sheets completed by students after each thirty-minute meditation session conducted in two different settings: a classroom and the school cetiya (Buddhist shrine room). The data were analyzed using thematic analysis through the processes of data reduction, coding, categorization, and identification of major themes. The analysis of students’ reflections revealed a range of experiences encompassing both benefits and challenges during meditation practice. Most students reported feelings of calmness, relaxation, peacefulness, and mental refreshment following the meditation sessions. Several students also experienced improved concentration, greater awareness of their breathing, and enhanced mental clarity. However, some students encountered challenges, including distracting thoughts, drowsiness, boredom, and physical discomfort such as pain in the neck, back, or legs. The findings further indicate that the meditation environment influenced students’ experiences. Some students perceived the cetiya as more conducive to calmness and concentration, while others felt more comfortable meditating in the classroom. Overall, the majority of students demonstrated positive attitudes toward meditation practice and expressed interest in continuing meditation in the future. The findings suggest that Ānāpānasati meditation has the potential to serve as an educational approach within Buddhist education to support the development of self-awareness, emotional regulation, and psychological well-being among students.]]>
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