News media serves as a key source of public discourse on topics like mindfulness in education that can reflect and influence public understanding and actions. While previous literature has explored a range of purposes for mindfulness little is yet known about the ways in which it is understood by broad communities. Mindfulness practices have been increasingly adopted in schools across Canada and beyond.

have articulated for the next generation of science of mindfulness and compassion in schools. The commentary ends with some of my own reflections on what might be needed to move the field into the direction that Roeser et al. Following this, drawing from my own experiences in conducting research on mindfulness and compassion in schools, I discuss four topics that I believe deserve extra attention for advancing the science in the field and offer my observations on each: (a) determining what constitutes a mindfulness program, (b) taking a developmental perspective, (c) obtaining students’ perspectives, and (d) differentiating who delivers the SBMP to students. of the impact of SBMPs on student outcomes.

This commentary begins with a brief summary of the synopsis by Roeser et al. provides an extensive and cogent analysis of what is currently known about the effectiveness of SBMPs coupled with a careful and thoughtful analysis of the necessary elements for advancing the science of mindfulness and compassion in schools. A confluence of research has emerged in recent years elucidating the benefits of school-based mindfulness programs (SBMPs).

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