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This chapter orients readers to the landscape of mindfulness and mindfulness-based intervention (MBI) in schools. First, definitions and examples of the key constructs are given: mindfulness and MBI. Next, a discussion is provided on the empirical support and contemporary issues surrounding two aspects of evidence-based practice related to mindfulness in schools: MBI and mindfulness measurement. Following, major considerations are highlighted related to the practical application of mindfulness in schools, focusing on the benefit of multireed service delivery and the relevance of diversity and developmental considerations when applying mindfulness for the benefit of all in schools. On the whole, this chapter offers a realistic yet optimistic perspective on mindfulness and MBI—suggesting a promising, empirically supported approach for promoting desirable positive psychological functioning among students and …