Mindfulness ‘as’ education: the transformative potential of mindfulness in schools

Mindfulness practices in education have traditionally been used as tools for stress reduction during high-pressure moments, such as exams, or as strategies to improve focus and academic performance. However, their potential to foster a deeper sense of belonging among students—a critical factor for well-being and engagement—remains underexplored. This chapter examines the transformative role of mindfulness in
cultivating social-emotional connections within classroom and school settings. By shifting the emphasis from individual achievement to collective well-being, we assert that mindfulness can nurture empathy, compassion, and a sense of shared humanity among students. These qualities are essential for creating inclusive, supportive learning environments where students feel valued and connected. More specifically, drawing on research of mindfulness, social-emotional
learning (SEL), and educational psychology, this chapter explores how mindfulness practices can be integrated into school curricula not only to relieve stress or enhance academic outcomes but also to educate and nourish the student’s whole being. We also offer practical strategies for
educators to adapt mindfulness-based interventions to promote
interdependence while addressing concerns about incorporating
Buddhist wisdom-based practices in schools. Ultimately, this chapter argues that mindfulness, when applied with a focus on community and relationships, can transform educational spaces into nurturing environments that support both academic success and holistic wellbeing.