Over the past decade, the interest in mindfulness among educators and the number of mindfulness-based programs for students and teachers have grown dramatically. Empirical research to examine the effectiveness of such programs has increased exponentially, but it has not kept up with the burgeoning growth of school-based programing. While the research is indeed promising, there is still much to learn about how best to introduce mindful awareness practices (MAPs) to children and adolescents in school settings. A primary concern is whether or not MAPs constitute religious activities that cross the boundary between church and state, especially as delineated by the first amendment to the U.S. Constitution (e.g., Sedlock v. Baird
2015). The purposes of this commentary are to address this question and to offer recommendations for best practices in public educational settings. …
