Kimberly A. Schonert-Reichl and Robert W. Roeser: Handbook of Mindfulness in Education: Integrating Theory and Research into Practice. Springer, New York, NY, 2016, 394 pp

Contemporary K-12 school environments face many challenges. The combination of larger classrooms, higher rates of student problem behaviors, and pressure to have students meet the demands of standardized testing scores has led the profession of teaching to be regarded as one of the most stressful occupations (Johnson et al. 2005). Today’s youth are also met with implacable stressors such as navigating the quickly evolving landscape of social media; balancing the demands of school, home, and work; and preparing for their lives after high school, all of which take place during adolescence which is widely regarded as the most stressful period of human development. Given these challenges, it should come as no surprise that twenty-first century schools are actively seeking new technologies to reduce stress and increase the general health and well-being of both students and adult staff. One such technology that has received increasing amount of attention from both social scientists and school-based practitioners is mindfulness-based interventions (MBI), due to a large part to the mounting evidence to support its benefits to adults and youth generally (Khoury et al. 2015; Zoogman et al. 2015) and to students in school settings specifically (Felver et al. 2016; Zenner et al. 2014). …