Emerging evidence indicates that school-based mindfulness resiliency approaches may be a cost-effective means of not only meeting government objectives relating to adolescent mental health, but also for improving the wellbeing of teachers and parents. Furthermore, there is growing evidence indicating that mindfulness can elicit improvements in student learning performance and general classroom behavior. However, notwithstanding these beneficial facets, there remains a need to conduct large-scale empirical investigations that seek to evaluate the effectiveness of school integrated MBIs at a regional or national level.