Abstract
Interest in contemplative science, particularly the use of mindfulness-based practices, has expanded rapidly in recent years. This special issue of Research in Human Development explores the potential effectiveness of mindfulness-based practices delivered in school settings. Articles included in this issue demonstrate how mindfulness can be used to help to improve student-teacher relationships, reduce ADHD symptomology, promote emotion regulation, and reduce stress among school-age youth. A final reflective commentary by Roeser (this issue) describes how study findings fit within the larger context of the contemplative sciences movement, followed by suggestions for future research.
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