ABSTRACT
This chapter draws on practice examples from a small number of highly attuned mindfulness teachers, often also clinicians and researchers who, having realized through a combination of their own mindfulness practice and their teaching experience that the way they taught mindfulness was not reaching all their students clients and patients. Most schools and classrooms have students with a whole range of needs including physical and sensory disabilities, learning, emotional, behavioral and mental health difficulties and some have underlying trauma-related conditions that require accommodations to teaching content and pedagogy. Mindfulness teaching is most effective therefore when it is authentic and emanates from the inner life of teacher and his or her own experience which then guides curriculum content and activities. The chapter suggests a flexible approach may be workable solution for challenge of implementing mindfulness programs in diverse educational settings in which it is extremely difficult to control for teacher training and quality, student cohort, dosage, timing, activities and environment.
