Mindfulness-based interventions (MBIs) teach mindfulness skills. Mindfulness is defined as self-regulation of attention on immediate experience combined with an open attitude towards present moment experience (Bishop et al., 2004). Current studies suggest that MBIs for youth can be conceptualized as a subset of social-emotional learning skills that aid in positive outcomes for youth (Klingbeil et al., 2017). However, ethnically diverse populations are underrepresented in evidence-based research (Bernal & Scharron-del-Rio, 2001). Therefore, this study explores whether MBIs would improve sustained attention and emotion regulation in Black youth with ADHD. The intervention was an eight-lesson mindfulness-based program. Participants were elementary school youth who primarily identified as Black, aged 8-10 (n = 24), with and without ADHD symptoms. Parents completed demographic information and pre and post-program measures to evaluate emotional symptoms and hyperactivity/inattention. Students completed a pre and post-test task that measured sustained attention. Repeated measures ANOVA showed that parents whose child had ADHD symptoms perceived a greater decrease in hyperactivity/inattention and greater increase in sustained attention than parents whose child did not have ADHD symptoms. Furthermore, girls accounted for greater improvement in sustained attention and emotional regulation following the MBI than did boys. Overall, the study indicated that school-based MBIs may benefit Black students by improving their ability to stay focused and manage their emotions. [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.]