Living Magazine Fall 2014 Living Magazine | Page 27

CAN ESSENTIAL OILS IMPROVE
CLASSROOM BEHAVIOR?
FALLON HENDERSON attends third grade at Dent Elementary in Escalon, California. She is
also one of the youngest dōTERRA enthusiasts. Because dōTERRA has been a big part of her life
at home, Fallon developed her own passion for essential oils and a desire to share them with her
friends and classmates. Recently, Fallon conducted a successful science project where she performed a study on dōTERRA essential oils in her classroom.
The purpose of her experiment was to prove whether certain essential oils can improve focus, test
scores, and overall classroom behavior. Before she could bring her project to life, Fallon had to
receive an official approval from the students’ parents, the district school board, and the county
board. The research delivered incredible results and landed Fallon a first place ribbon.

METHOD

Before introducing essential oils to her class of approximately 20 students and one teacher, Fallon gave each
person a short survey to establish a base for the result
comparison for the following three weeks of her study.
At the beginning of week one, she placed the Aroma Lite
Diffuser in the classroom where it was kept in the same
location during the course of the study, only changing
the essential oils. During the first week, Fallon diffused
Peppermint with Wild Orange daily; during the second
week: Rosemary with Peppermint; and the third week,
Citrus Bliss Blend–which was everyone’s favorite. To keep
track of the results, students completed the same survey
at the end of each week. Fallon’s teacher helped her with
averaging class math test scores and survey results. Let’s
take a look at what they discovered.
Fallon Henderson, science project award winner

RESULTS

Over the course of the study, most of the class felt less tired, see