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Since the turn of the millennium there has been a clear rise in the implementation and research of mindfulness across primary, secondary and postsecondary education. These implementations, however, hardly constitute a uniform phenomenon. They reflect a variety of framings, modalities and educational aims, as documented in hundreds of peer‐reviewed papers. To date no overarching review has provided an empirically based mapping of this multifaceted and rapidly developing discourse. This paper offers a first‐of‐its‐kind map of mindfulness in education stemming from the 447 peer‐reviewed papers published between 2002 and 2017 that constitute this academic discourse, and based on grounded theory methodology. The research reveals an exponential rise in the amount of publications over years, with a complex discourse that evolves from seven different framings of the practice, applied to nine different …