top of page
MISP training Taiwan.JPG


Studies and research, together with a strong anecdotal evidence and recorded observations by teachers all strongly attest to the way in which massage has made significant positive changes in pupils’ emotional well-being and constructive social behavior.

There are a number of studies and research projects are currently under way, and these results will be made available on this page, as well as press releases and articles that are written about the program, and are allowed to be re-printed.

St. Jude's Case Study [PDF]
Benefits of the Massage in Schools Programme in a School Setting. A Case Study Produced by the Massage in Schools Association

Massage Accelerates Brain Development [PDF]
Massage was shown to accelerate brain development. Increased levels of maternal care, and particularly tactile stimulation represents a key component in the early phases of development.

Touch and Autism [PDF]
This study demonstrates how touch can be beneficial in the management of Autism.

Massage Therapy Research Abstracts [Word DOC]
A collection of research abstracts on how massage effects the following: Aggression, Anorexia, Anxiety, Arthritis, Asthma, ADHD, Autism, Behavior Problems, Bulimia, Constipation, Cystic Fibrosis, Depression, Dermatitis, Diabetes, Diarrhea, Down Syndrome, Infant Development, Lukemia, Oxytocin, Parkinson's, PTSD, Preschool Development, Preterm Development, Sexual Abuse and Sleep.

Noise Level in Swedish Classroom [Word DOC]
This study measures how stress levels can be lowered through massage.

Renfrewshire “Massage In Schools” Program Research [PDF]
This study finds that massage can increase self-esteem, focus concentration and lower anti-social aggression.


Notts MISP Study June 2011 [PDF]
The group of children receiving massage, in self reporting, were found to feel more happy, calm and safe in this study.


Human Touch in Education [PDF] .
"The Mother Magazine." Explores the healing power of nurturing human touch.

Massage in the Classroom [PDF]
Aggression diminishes with student-to-student interaction.

Also look at those links :



Columnist Benedict Carey in The New York Times clarifies how the "rich vocabulary of supportive touch" functions in increasing trust and decreasing stress hormones:

"Evidence That Little Touches Do Mean So Much"


Columnist Jane Brody in The New York Times talks about fostering empathy in children in various ways including touch:

"Empathy's Natural, but Nurturing It Helps"

bottom of page