The concept of mindfulness and the practice employed to develop mindfulness have in recent years come into view as one of the main focus of study within the positive psychology movement. Mindfulness is conceptualized as a state of attentiveness to present events and experiences that is unmediated by discriminating cognition (Brown, Ryan, & Creswell, 2007). Study demonstrated that mindfulness brings about various positive psychological effects, emotional reactivity, self regulation and antidotes against common forms of psychological distress (Keng, Smoski & Robins, 2011, Hayes & Feldman, 2004).Mindfulness is described as a state or trait in which an individual becomes increasingly aware and attentive in the moment. Initial researches on mindfulness-based programs were for adults, more recent focus has been on the well-being of children and adolescents; as a result, mindfulness based actives in schools are becoming prevalent and popular. Schools-based mindfulness intervention has reported promising evidence of its acceptability, evidence of its impact on depressive symptoms, efficacy in reducing stress and bolstering well-being (Kuykenet al., 2013).The human brain appears to have a synchronized system that directs higher-order cognitive processes. Working memory is a limited capacity system serving to keep active a limited amount of information for a brief period of time, and then to operate on it (Teixeira, Zachi, Roque, Taub, & Ventura, 2011), has also been conceptualized as a component of higher-order cognitive processes (Engle, 2002). The Corsi block tapping task (CBTT) has been described as the single most important nonverbal task used in diagnostics for the assessment of visuo-spatial working memory (VSWM).Although much of mindfulness research is in its early stages and focus was more on psychological wellbeing. Mindfulness has been shown to be an effective means of reducing stress and improving emotion balance in research with adults. The majority of this research has been conducted with adults; research is only beginning to examine the effects of mindfulness among children (Frank, Jennings, & Greenberg, 2013). Hence current study aimed to establish the relationship between state mindfulness and working memory in children.MethodParticipantsParticipants were 167 healthy school children (69 girls, 98 boys) who attended yoga based Personality Development Camp in summer holidays in the serene campus of SVYASA University, Bangalore were randomly selected from a pool of 317 children. Participants age ranged from 12 to 16 years with a mean age of 13.97 years (SD=1.03). All reported having a normal or corrected vision. Children with any major disability or illness were excluded from the study. Participants in this study had no formal training in yogic techniques. Signed informed consent was obtained from the parent or guardian of the child at the time of registration after they had read the proposal of this simple non interventional study that involves non invasive data collection. All procedures were reviewed and accepted by the institutional ethical committee of SVYASA University. The children were explained in detail about the nature of the study and the voluntary nature of participation and were not provided with any incentives for their participation.InstrumentsCorsi-Blocks Task: The Corsi-Blocks task is a measure of visuospatial WM spatial (Kessels et al., 2000). A digital version of the task was used. The Corsi Block task was programmed presented by the INQUISIT Millisecond software package (Inquisit 4, 2014) on a Dell computer, 17-inch colour monitor. For each trial, nine randomly arranged blue squares are shown on the screen. Each trial consists of a sequence of blocks that light up one block per second. Children were instructed to remember the sequence. Once a sequence had finished, participants reproduce the sequence, by clicking those blocks in the same order for corsi forward recall, while they have to reproduce reverse order for corsi backward. …