Our vision is for all children to learn in mindful schools that nurture a new generation of leaders to create a more equitable and thriving world.

Our mission is to empower educators to spark change from the inside out by cultivating awareness, resilience, and compassionate action.

About Us

For almost 15 years, Mindful Schools has worked to create mindful and heart-centered learning environments in which all community members are supported to thrive.

Today, Mindful Schools is proudly:

By Educators, for Educators: our team supports school leaders, teachers, and staff to develop their unique capacity to cultivate thriving school communities.

Designed to Meet the Complex Needs of Schools: we listen deeply to schools and deliver a program to suit the specific context and goals of their community.

Systemic in our Approach: we support our school partners to dismantle inequitable decision-making and structures and to build schoolwide cultures that nurture collective well-being, healing, and liberation.

We Believe:

Mindfulness is not solely about self-care. It is about our interconnectedness and the need to take compassionate action for ourselves and our community to improve our collective well-being

Mindfulness is not just asking students to “take a deep breath” to calm their nerves after announcing a surprise test. Mindfulness is about making trauma-sensitive choices that support all bodies and experiences. 

Mindfulness is not only meditating while away on a retreat. It is about finding daily moments to respond instead of react; to savor the good and offer gratitude; and to give our fullest presence and attention to each other.

Read more about our Core Values.

Milestones

The mindfulness movement has evolved since our early days, and so have we.

2007: Educators at an independent school in Oakland, California, notice many of their students are “living with a lot of turmoil.” A small and passionate team gathers their experience in mindfulness, education, and social-emotional learning to develop a response with one requirement—the program must also support students at a neighboring public school.

2010: The direct-service program expands to 50 schools and is incorporated as Mindful Schools, a 501(c)(3) nonprofit organization.

2012: Mindful Schools shifts to training educators in mindfulness in order to create a sustainable impact in schools.

2013: We launch online professional development courses and grew our national and global reach. The same year, we begin an intensive, year-long program to develop Mindful Teachers.

2016: Mindful Schools triples the amount of teachers and schools it serves in three years. Our exponential growth is in parallel to the explosion of mindfulness into mainstream, western culture.

2017: A team at Mindful Schools begins exploring how to deepen our commitment to diversity, equity, and inclusion, and create greater access to our programs.

2018: Funded by the Kaiser and Quest Foundations, Mindful Schools launches a schoolwide mindfulness pilot program at five under-resourced schools in California’s Bay Area.

2019: Mindful Schools reaches a milestone–serving more than 50,000 educators from across the United States and around the globe.

2020: Mindful Schools completes a significant revision of of its training pathway to address implicit bias, incorporate trauma-sensitive practices, and to implement culturally sustaining pedagogy and an anti-racist framework. The changes include new core trainings, 101: Mindfulness Foundations and 201: Mindfulness in the Classroom, as well as a beta Schoolwide Implementation program.

2021: Mindful Schools receives a landmark $750,000 grant from the Cigna Foundation as part of its Healthier Kids for our Future initiative. The grant allows Mindful Schools to serve 17 Title I schools from the U.S. and refine our wraparound and consultation services to meet the complex needs of their communities.

In its tenth year, and as a result of our ongoing commitment to diversity, equity, and inclusion, the 2021-2022 Mindful Teacher Certification Program cohort launches with an enrollment that is 45% BIPOC and a teaching faculty that is 60% BIPOC.

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