Adolescents in American classrooms are currently required to fulfill multiple roles, making them particularly vulnerable to stress due to intense academic demands and social pressures. This stress can be particularly challenging for adolescents who struggle with stress, anxiety, depression, and/or self-regulation. Previous research indicates a positive correlation between mindfulness practices and reduced anxiety, improved social skills and interactions, enhanced academic performance, and better self-perception. This self-study explored the implementation of mindfulness exercises in a mathematics intervention classroom by adapting and creating appropriate resources, and facilitating mindfulness exercises suitable for adolescent students. Data in this self-inquiry study was generated through meticulous journaling efforts. The journal serves as a comprehensive record of observations, reflections, and insights gathered throughout the exploration of mindfulness integration within the mathematics intervention classroom. Additionally, reflections on participation and engagement levels during the mindfulness exercises were included, along with challenges encountered and any notable changes in student behaviors. The findings suggest that mindfulness exercises can be effectively integrated into diverse and dynamic classroom settings, such as mathematics or intervention classrooms, accommodating various student behaviors and needs while promoting positive behavioral changes and improved readiness to learn. [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.]