ABSTRACT
This chapter begins by a definition of mindfulness as a mindful attunement to self, others and the environment, including learning activities with the aim of integrating the different parts of ourselves and lives. It demonstrates a range of ways mindfulness can be safely embedded in adult education even though we do not always know the backgrounds of our students and participants, they have a range of learning styles, may not have much previous experience of mindfulness and while they are likely to want to learn about activities they themselves can do in their classrooms they are often deep down. The chapter focuses on embedding mindfulness in the primary years and in secondary education is to show how teacher self-attunement, attunement to vulnerable students and attunement to learning activities and the environment can come together and enact Sims' notion of mindfulness as a form of self-initiated integration.
