This dissertation is a hermeneutical phenomenological analysis of the value of mindfulness practices intervention for children diagnosed with emotional disturbance (ED). My research is based on the work of mindfulness scholars such as Daniel J. Siegel, Jon Kabat-Zinn, H.H. Dalai Lama, Thich Nhat Hanh, and others. Mindfulness is described as non judgmental and non-reactive attention to the present moment (KabatZinn, 2005). I provide observations and insights from 16 years of experience as a special education teacher implementing an organic gardening, art, and nature study program for children classified with ED. A four-season curriculum for incorporating mindfulness practices into gardening, art, and nature study is developed. Students and teachers are led to co-create a therapeutic space that invites simple presence in a natural setting. Immersion in natural environments can cause a sensitive awareness to inherent relationships in the web of life. The benefits of mindfulness practices for children who experience ED can be: increased attention, increased emotional stability, increased emotional, social, and ecological intelligence, and the development of resiliency. Resiliency skills provide children with the ability to move through challenges in a self-compassionate way that promotes mental health. The treatment goal for children who experience ED is to build enduring resiliency skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]