Spirituality Studies 11-2 Fall 2025 29 Petra Kacafírková resonate: “I honestly didn’t see any purpose in it and thought: ‘This is weird. I don’t want to do it.’” (P4) [13] Even when participants recognised the purpose, difficulties with concentration often limited engagement: “I could see the purpose of it but I couldn’t focus. Most of the time, I was just too distracted.” (P1) [14] Distraction was particularly common during stressful periods: “When I was dealing with more things in my personal life or with school, I was less focused on the techniques, and they didn’t go that well. When my head was clearer, it went better.” (P8) [15] Some participants described a general tendency to divide their attention: “It’s hard for me to really focus on just one thing. I usually do several things at once and can’t completely stop and tell myself: ‘Now I’m only going to think about this and how I feel.’” (P4) [16] Others expressed similar difficulties, noting a preference for background noise or additional stimulation while studying. Neurological challenges such as ADHD further exacerbated these challenges, especially in still and closed-eye practices: “I start counting or looking around. […] If I could walk while doing it, maybe it would work, but I can’t just sit, think, and keep my eyes closed. I can’t keep it up.” (P7) [17] Various physical limitations also played a role, ranging from blocked noses and dizziness to discomfort from clothing: “I’d prefer to do it in a loose T-shirt and sweatpants and not sit here on the chair in tight clothes.” (P10) [18] Finally, emotional resistance emerged as a distinct, notable barrier. Some participants preferred to avoid techniques that prompted deep self-reflection, as these could bring up suppressed emotions: “I just don’t want to admit to myself that I feel bad every day.” (P2) [19] Another participant mentioned the undesirable effect of the techniques: “I was in a good mood, and we were supposed to bring up bad thoughts. Then memories I hadn’t had for a year suddenly came back […] and I couldn’t get them out of my head for 14 days.” (P1) [20] It appears that while students valued being introduced to contemplative practices, their integration into daily life depended strongly on perceived meaning and individual readiness. This indicates that young people may require differentiated approaches rather than a universal model. 4.2.2 Contextual and Environmental Barriers External conditions such as the timing of sessions, the physical environment, and the social setting shaped participants’ engagement with the techniques. Four recurring contextual factors emerged from the discussion: time of day and energy level, room conditions, physical comfort and movement needs, and social comfort in a group setting. First, participants expressed differing views on the morning scheduling of sessions. For some, practising early in the day was energising and set a positive tone: “Because it was in the morning, it actually calmed me down and it energised me for the rest of the day. […] I felt more energy than usual.” (P2) [21] For others, morning sessions were associated with low-energy periods or crisis, making it harder to engage: “If it had been on a Wednesday morning, that would have been easier for me – Thursday is the day when I’m still trying to get the week going, and it’s harder to focus.” (P1) [22] The room environment, for instance temperature, was also a concern. Some recalled being uncomfortably cold or on the contrary too warm: “It was either freezing, and I thought I’d turn into ice, or it was too hot I felt like I’d melt.” (P11) [23] Several participants found the physical setup, such as hard chairs, fixed seating, and unclear posture expectations, distracting. These discomforts were compounded by the stillness required in many exercises: “I didn’t feel comfortable here […] I couldn’t fully relax.” (P1) [24] Another participant added: “You told us to make ourselves comfortable, so I sat that way, but then you said to straighten up – and I wasn’t sure whether to choose comfort or posture.” (P11) [25]. A few expressed a clear preference for incorporating movement, as prolonged sitting felt draining: “Sometimes I just couldn’t take it anymore. […] I felt I needed to go for a run or do something active.” (P1) [26] Besides the physical environment, unsurprisingly, the group setting played a particularly important role in influencing participants’ comfort and willingness to engage. In the early stages of the course, unfamiliarity with peers made some reluctant to close their eyes or perform exercises openly: “I didn’t like sitting here with my eyes closed, especially when we didn’t know each other well. It felt uncomfortable.” (P12) [27] Moreover, the presence of others could heighten self-consciousness: “Even if everyone had their eyes closed, I still had
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