Selected findings and lessons learned. Recent and ongoing research in the fields of Educational Psychology and Empirical Educational Research will be presented and discussed in the research colloquium.

School-based mindfulness training (SBMT) may be a promising tool for fostering well-being and miti[1]gating the risk of mental disorders among young people. First onset of mental health problems in adolescence calls for early prevention in elementary school settings. SBMT is theorized to promote self-regulation, which in turn is thought to enhance mental health. Furthermore, SBMT may support teachers to reach educational goals of social-emotional learning. Recently, we have evaluated the effectiveness and implementation of SBMTs in primary schools using quasi-experimental and randomized waitlist-control-group designs. SMBTs were developed in Switzerland (Schulfach ICH, Binja, BTP, MoMento), and delivered by trained classroom teachers for 8 weeks, 10 weeks, or a whole school year. In this talk, I will present selected findings on student and teacher outcomes, emphasizing methodological issues (e.g., disentangling training effects associated with teacher vs. classroom training) as well as questions related to implementation and delivery of SBMTs.