Abstract

Mindfulness has emerged as a significant construct in psychology, education, and clinical practice, rooted in ancient contemplative traditions, and adapted into modern scientific frameworks. This paper explores the theoretical underpinnings of mindfulness by examining its meaning, historical origins, Eastern and Western conceptualizations, and key theoretical models. Special attention is given to Buddhist meditative mindfulness and Western socio-cognitive mindfulness, along with the distinction between mindfulness and mindlessness. The paper also highlights the relevance of mindfulness in alleviating psychological suffering, its applications in therapeutic contexts, and practical strategies for cultivating mindfulness, particularly among school-aged children. The discussion underscores mindfulness as both a state of awareness and a trainable skill with profound implications for well-being, concentration, and retention.