ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book aims to assist teachers in school and higher education to make mindfully informed decisions about whether to include mindfulness in their teaching, depending on their own capacity, student cohorts and activities to make sure it is safe for more vulnerable students. This guidance is based on a combination of existing pedagogical and clinical knowledge about meeting the needs of vulnerable students, clients and patients and the specialized expertise of trained mindfulness clinicians and teachers to help address a gap in the literature. The book considers the importance of attending to: Teachers' own preparation for bringing mindfulness into their classrooms, Students' vulnerabilities and sensitivities and the intensity of the learning environment and activities. It offers safeguarding mindfulness in schools and higher education: Let's keep learning through our own mindfulness practice, training and the science.
