Background: Mindfulness, the practice of present moment experience, can be employed as a tool for grounding in difficult conversations and creating pathways for transformative change in communities.Aim: As educators continue to teach the practices of mindfulness in primary, secondary, and post-secondary institutions to promote personal and academic wellbeing, it is important to recognize the inherent power of mindfulness practice to stimulate actions against oppressive systems, instead of continuing to support them by using curriculum focused on desensitizing individuals to that system. The outlined framework aims to create a platform for the promotion of sustained action.Methods: This article will outline the framework and model of Equitable Mindfulness used within curricula to create containers, hold space, and begin difficult conversations about creating and sustaining diverse and inclusive spaces and strategies.Results: Rooted in the foundations of mindfulness, the Equitable Mindfulness framework was created to promote personal and societal introspection while bridging gaps between communities and breaking down barriers against inclusive practices.Conclusions: Researchers are continuing to collect mixed-methods data on how Equitable Mindfulness is perceived, it’s validity in the field, and its relationship to mediating difficult topics.

Background: Research on Collegiate Recovery Programs (CRPs) is emerging. There is a need to examine aspects of CRPs to highlight program efficacy and best practices within local settings.Aim: As distinct cycles within a larger action research study, two small inquiries within a local university setting assessed: (1) how student members of the organization "Students for Recovery" defined their needs, and (2) how student employees of the CRP described their roles and success in their work.Methods: Semi-structured interviews examined students in recovery and student CRP employees.Results: Thematic analysis for each group produced two sets of qualitative results. Members of the student organization "Students for Recovery" described their needs as social support and safety, awareness and advocacy. Student employees of the CRP described their role as outreach and one-on-one support as well as strategic program planning. Instances of success were described as the departmental support, and their unique peer perspective.Conclusions: Two queries described needs of students in recovery and role descriptions of student CRP employees within a specific setting. Robust studies are needed to understand the impact of local CRP programs and can provide context to guide informed, responsive programming and best practices.

In an era of climate change, biodiversity loss, and a global pandemic, many scientists have experienced grief, anxiety, and despair as they face ongoing ecological challenges. The practice of conservation science has also become contentious in light of increasingly polarized viewpoints and conflicts among stakeholders. These ecological and social challenges may hinder conservation scientists' ability to identify critical science needs that can inform and improve conservation policies, actions, and outcomes. Mindfulness practices provide a centering framework that supports scientists in addressing these challenges while also fostering meaningful collaborations with other conservation scientists and practitioners. In this paper, we synthesize theories from mindfulness and attitudinal foundations that offer practical steps toward the kind of resilient mindset needed to address challenges flexibly and from a solutions-driven perspective. By cultivating equanimity, gratitude and hope, mindfulness practices bring understanding and empathy to collaborative activities, improving our collective ability to generate meaningful science that addresses pressing environmental challenges.