Abstract
Evidence suggests that mindfulness-based interventions are beneficial for increasing children and adolescents’ emotion regulation, managing attention, and increasing social-emotional resiliency (Semple, Lee, Rosa, & Miller, 2010). However, there is some inconsistencies among schools with implementation by teachers. Therefore, this research study explored middle and high school teachers’ knowledge, perceptions, and experiences regarding mindfulness-based interventions within their classrooms. Results implicated the majority of teachers had some understanding of mindfulness and their perceptions and beliefs around mindfulness influenced their level of implementation. Furthermore, the findings revealed there was no school-wide mindfulness program and the teachers had multiple factors that prevented them from teaching mindfulness within the classroom. Overall, this study presents many recommendations for further research and identifies the need for implementation of more school-wide mindfulness programs.