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Over the last decade an increasing number of studies have investigated the impact of mindfulness-based training on young people’s well-being and cognitive performance. There has also been an upsurge of interest from educators and policy makers given the potential of mindfulness training to enhance well-being, which is becoming a key area of health and education policy change. Despite this keen interest, our understanding of the neurocognitive mechanisms underlying mindfulness from a developmental perspective is limited. Nevertheless, such understanding could help guide further research and implementation efforts within education. To that end, this project aimed to discuss and evaluate a mindfulness-based training programme for older adolescents who are at a sensitive period of psychological development, both from a neurodevelopmental and clinical mental health perspective. The first three …