Youth at risk for negative health outcomes due to reduced access to social, mental health, and educational support systems are in particular need of resources promoting social-emotional resilience and positive educational outcomes. A growing body of research documents the positive benefits of mindfulness-based interventions (MBIs), but few studies have examined the impact of MBIs for at-risk adolescents, particularly in school settings where barriers to access can be minimized. This pilot feasibility study examined the effects of a nine-week school-based MBI, augmented by cross-course curricular material, in a group of high school students attending a transfer school, designed to re-engage students who have dropped out or fallen behind in credits (N = 63). Pre- and post- MBI, students completed self-report measures of attention control, trait anxiety, coping, and emotion regulation, and attendance and academic achievement records were obtained from the school. Findings showed that the MBI promoted social-emotional resilience over the course of the semester. Moreover, students who took part in the science curriculum component of the program showed a trend for improved academic performance. Findings are discussed in terms of the potential for school-based MBIs to promote positive outcomes in at-risk youth.