Patricia A. Jennings, PhD, is Professor of Education in the School of Education and Human Development at the University of Virginia. She is an internationally recognized leader in the fields of social-emotional learning and mindfulness in education. Dr. Jennings received the Cathy Kerr Award for Courageous and Compassionate Science from the Mind and Life Institute and has been cited by Mindful magazine as one of "Ten Mindfulness Researchers You Should Know." She has published on topics including mindfulness for teachers and compassionate teaching. She spent over 22 years as a teacher, school director, and teacher educator.

Anthony A. DeMauro, PhD, is Associate Director of Dalai Lama Fellows and Assistant Director of Student Initiatives at the Contemplative Sciences Center of the University of Virginia. In these roles, he works with young leaders around the world and university students to deepen connections to themselves and others through contemplation and holistic approaches to well-being. Dr. DeMauro's scholarly work, emerging from years of experience in K-12 schools, focuses on how teachers' personal mindfulness practices influence their teaching practices. He has taught courses in classroom management and mindfulness for preservice and inservice teachers. Additionally, Dr. DeMauro delivers professional development programs to educators through Cultivating Awareness and Resilience in Education and cofacilitates mindfulness retreats for teenagers with Inward Bound Mindfulness Education.

Polina P. Mischenko, MEd, is a doctoral candidate in the School of Education and Human Development at the University of Virginia. She conducts research on the experiences of teachers delivering mindfulness-based curricula and on approaches to teaching mindfulness in elementary school settings. She also facilitates mindfulness-based programs and workshops for school faculty and students, and assists local organizations and school districts with their mindfulness-based initiatives. Ms. Mischenko has worked in school settings and education organizations in the United States, Russia, Spain, and Switzerland.

I. Introduction
1. Where Are We Now? Where Are We Going?: Preparing Our Students for an Uncertain Future, Patricia A. Jennings, Anthony A. DeMauro, & Polina P. Mischenko
2. A Selective Review of Mindfulness Training Programs for Children and Adolescents in School Settings, Rebecca N. Baelen, Michael V. Esposito, & Brian M. Galla
II. Examining Roles and Responsibilities for School Transformation
3. Turn and Listen: Strengthening Compassion and Leadership in the Adult Community in Schools, Pamela Seigle, Chip Wood, & Lisa Sankowski
4. Modeling Mindfulness: Principal Leadership and Development for Personal and Organizational Growth, Eleanor Drago-Severson & Jessica Blum-DeStefano
5. Embodied Teacher Mindfulness in the Classroom: The Calm, Clear, Kind Framework, Cynthia Taylor, Patricia A. Jennings, Alexis Harris, Deborah L. Schussler, & Robert W. Roeser
6. Cultivating Passion for Practicing and Teaching Mindfulness: A Multiple-Case Study of Compassionate School Project Teachers, Polina P. Mischenko & Patricia A. Jennings
7. The School Counselor: Change Agent and Collaborator for Holistic Student Well-Being, Rebecca L. Tadlock-Marlo & Meghan Damler
8. Creating Mindful and Compassionate Schools: Including Parents as Partners, J. Douglas Coatsworth, Melissa Ward George, & Aimee Kleisner Walker
III. Looking to the Future
9. Finding Peace in Chaos: Mindfully Prepared Public School Teachers, Richard C. Brown & Elizabeth Grassi
10. Being in School Transformation: Toward Equity and Social Justice, Velma L. Cobb
Index