The developmental path of children has not changed, but the world around them has. More than ever, it is imperative that students have the social and emotional skills to help them thrive in school, in their homes, and in their community. Mindfulness helps support social, emotional, and academic learning as it assists children in becoming more self-aware and builds self-regulation. Without mindfulness, students are less likely to be able to access their social and emotional skills when required to do so. With the high-paced and increasingly academic nature of pre-kindergarten and elementary school, many children do not have the social and emotional skills necessary for success in the school setting. At Allen Frear Elementary School, many behavioral challenges were caused or exacerbated by a lack of self-regulatory skills. Furthermore, the PBIS system that was in place did not meet the needs of teaching students social-emotional strategies for success. The purpose of this study was to determine if the implementation of a schoolwide mindfulness initiative could assist in decreasing the number of office disciplinary referrals and improve school climate. Additionally, the components of successful mindfulness-based initiatives were explored. The study analyzed state-reported office disciplinary referrals and the teacher/staff portion of the Delaware School Climate Survey to determine program success. The results from this study indicate that a focus on social and emotional skills, specifically self-regulation through mindfulness, contribute to less office aided disciplinary action and improve school climate. [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.]