Mental health, social-emotional disparity, and the woes of not self-regulating or controlling one's mental well-being are significant factors that educational institutions are fighting to manage daily. What common thread can be used to stitch or heal the emptiness that so many urban elementary school students experience on a given day? This research explored one common thread that could become the game-changer to social-emotional learning, modified behavior, and academic achievement. This research sought to explore mindfulness practices in schools as a conduit to improve the quality of awareness inwardly or outwardly, thus creating a safe space to manage emotions or halt actions. This study explored whether mindfulness interventions would impact the prosocial behavior and academic achievement of underprivileged elementary students. This quasi-experimental correlational research design evaluated the impact of the effective implementation of mindfulness practices on academic achievement and students' prosocial behavior in a low socioeconomic status elementary school. The study included first, third, and fourth-grade classes. Results of the research varied in support of mindfulness training, yielding statistically significant differences pre- and post-intervention for prosocial behaviors in Grades 1 and 4 but finding no statistically significant difference in Grade 3. Additionally, research varied in support of mindfulness training, yielding statistically significant differences in NWEA/MAP scores for Reading in first grade but finding no statistically significant differences in Grades 3 and 4. Mindfulness training delivered statistically significant differences in NWEA/MAP scores for Math in first and fourth-grade but no statistically significant differences in Grade 3. [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.]