Abstract
This qualitative study explores the experiences, challenges, and supports encountered by instructors implementing the Learning to Breathe (L2B) mindfulness-based program in a suburban school district over two years. Drawing on 59 interviews with 31 instructors across more than 50 schools, the study identifies the emotional labor associated with teaching mindfulness, including compassion fatigue, navigating vulnerable student sharing, and adapting to non-traditional classroom norms. Findings also highlight the value of responsive support systems, including peer observation, team collaboration, modified instructional materials, and one-to-one consultation. The study emphasizes the need for tailored supports when implementing social and emotional learning and mindfulness-based programs in schools.