DRAFT Supporting Educational Goals through Contemplative Practices Patricia A. Jennings, M.Ed., Ph.D. Garrison Institute It is no secret that schools face a deepening crisis. Despite continual attempts to reform education over the past several decades, American students still lag behind their peers in other industrialized nations. Due to the stresses of modern life, families are also in crisis and growing numbers of students come to school unprepared to learn and behave appropriately [1]. Adding to the schools’ burden, growing numbers have learning and mental health problems that put them at risk of developing serious disorders [2, 3]. As schools face these mounting concerns, the escalating rate of teacher burnout and turnover further aggravates the crisis [4-6]. Fifty percent of all new teachers leave the profession within the first five years [7]. The increasing demands of testing and the emotional challenges associated with handling difficult student behaviors are both major contributors to teacher stress and burnout [8-10]. Stressed and exhausted teachers often resort to negative or coercive responses to provocative child behaviors. Thus the problem becomes a vicious cycle: increasing behavior problems among children and increasing stress among teachers fueling one another. Educators, policymakers and parents are searching for evidence-based educational approaches to improve students’ readiness to learn and academic performance, promote pro-social behavior and emotion regulation, reduce stress and enhance the social skills children need for success in school and life. The need for school-based programs is even greater for children exposed to numerous risk factors such as poverty, violence, and divorce since school is often the most stable environment for these children. In response to these growing concerns, a new and unique movement is emerging within mainstream education. Growing numbers of educators are exploring the use of contemplative or mindfulness-based methods to reduce teacher and student stress, enhance classroom climate and students’ ability to focus their attention and to promote care and concern for others. With roots in ancient religious and spiritual traditions contemplative practices developed across human history to promote universally valued human attributes: self-knowledge, compassion, happiness, peace, and mental and physical well being. Science is demonstrating that contemplative practices can be successfully