As mentioned, the students state that they have acknowledged and are working on all four student objectives, with beneficial effects. At the same time they admit that applying AT is a process in which it takes time to master a problem or way of thinking.

Can we be certain that AT has the effect we are looking for? There is some research into AT which with a reasonable degree of certainty has proved how AT can influence breathing, posture and use of the body, for example. This project has also sought to help find answers in that it was a relatively systematic process limited to only a few students and teachers. The positive experiences cited by both teachers and students tell us that these participants at least have seen the usefulness of AT tuition and teaching. There is also a possibility that their reactions are a consequence of the participating teachers’ being open, receptive and positive, and that other sceptical and perhaps reluctant participants would have arrived at a different result. It is difficult to infer any conclusions from this, since even sceptical participants could conceivably change their minds. Some of the students also started off being sceptical but ended up feeling positive.

One important outcome of the project, however, is that exploiting the potential of AT requires:

• The students to be given an adequate number of one-to-one lessons over time with guidance in the use of their bodies based on AT.
• The teachers to also receive tuition in body use based on AT.
• Individual AT lessons being supplemented with classes where all (or some) of the teacher’s students are present along with the AT teacher in order to give the students a broader experience of AT by observing their peers perform and work on mannerisms and bad habits under the guidance of AT principles.