By Anna Brinkhuis In our last post, we explored the idea of teaching mindfulness and social emotional learning in schools as a form of harm reduction. In Part Two, we delve into the ways in which mindfulness practices can improve the well-being of BIPOC and low-income students. Like corporate mindfulness, mindfulness practices in schools have been criticized for attempting “to teach children to be still and quiet instead of invoking curiosity and mindful presence.” While the