Interactions among peers continue to come with challenges from in-person correspondence to communication through technological devices. Research has shown that in 2021, students ranging from ages 12 to 18 experienced some form of intimidation and harassment. Race, gender identity, national origin, sexual orientation, religion, and disability were listed as primary targets of the victims their offender chose to attack (Cuttle, 2023). The pervasiveness of bullying has not dissipated but, in fact, has more pathways than ever before, one of which includes cyberbullying (Saracho, 2016). Although heinous acts of bullying still exist, new methods of not only addressing these circumstances but also educating schoolchildren on different forms of communication and problem solving have developed as well, specifically peer group therapy (Yalom & Leszcz, 2005). Furthermore, the practice of mindfulness has gained attention throughout society by means of workshops, retreats, and daily exercises (Kabat-Zinn, 2013). Studies have shown that through mindfulness-based interventions, anxiety and stress within students can be lessened and their skills with their communication can improve (Martin, 2016). This study examined the knowledge and perspectives of 15 support staff members who were at an elementary school as guidance counselors, school social workers, and school psychologists surrounding mindfulness and reported cases of bullying within their school district. Methods of implementing mindfulness were explored within this study as well as recommendations made on when mindfulness-based interventions would have the most potential to make an impact on social/emotional learning before there is an occurrence of bullying among the students. [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.]