Developing a mindfulness approach in school guidance for promoting students’ well-being in two Hong Kong secondary schools

School guidance looks for effective ways to support students who face challenges and difficulties of psychosocial conditions. To achieve it, guidance teachers are becoming aware of the effectiveness of the practice of mindfulness, deeply grounded in the philosophy in Daoism and Buddhism,and its application. With the use of qualitative and quantitative research methods, this study explored the effects of a six-week mindfulness programme on students’ sense of well-being, and their construct of mindfulness and its effect upon their well-being. Fourteen to sixteen-year-old adolescents with low academic performance from two secondary schools were invited to take part in intervention and control groups (n=48). At least, their implication for school guidance will be given.