This study was designed to investigate the meta-analytic effects of mindfulness in regards to mindfulness intervention and: self-regulation, ADHD, anxiety and executive function. The majority of mindfulness research has been conducted in adults and very few studies have examined the benefits of mindfulness and its impact on students in the educational setting. Existing published studies were examined in an effort to quantify the effects of mindfulness. Many of the studies used a variety of instruments for the pre and post-tests, therefore this research study became more of a systematic review of published studies, rather than a typical meta-analysis. The studies included and analyzed in this research did report benefits to using mindfulness interventions in the classroom. Therefore, practicing mindfulness within schools may be justified in order for students to perform at their personal best. [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.]