In recent years, schools have begun seeking new ways to support students who are encountering barriers to success, specifically addressing academic and behavioral challenges that emerge in the classroom setting. Instruction in social-emotional learning (SEL) has emerged as a potential solution for students struggling with self- and social-awareness, relationship skills, self-management, and decision-making. The purpose of the current study was to evaluate the effects of a brief SEL-based mindfulness intervention on classroom climate and academic outcomes. Seven elementary school classrooms participated in a mindfulness program over a ten-week intervention period, and were matched with seven additional classrooms that acted as the control group. Teachers were trained to implement a two-minute mindfulness-based intervention that was delivered three times per day. Results indicated an increase in classroom satisfaction among students participating in the intervention. Students in both control and intervention classes demonstrated increases in friction and decreases in cohesion. Improvements in academic achievement were also observed. Both intervention and control teachers reported changes in classroom climate over time, specifically indicating decreases in friction. Further, there was a significant difference between intervention and control groups for cohesion; the intervention group had overall higher levels of cohesion. Practical implications, study limitations, and avenues for future research were considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]