Childhood well-being programmes offer an ‘early window’ of opportunity for children to develop emotion regulation capacities and foster positive psychological growth. Studies investigating the feasibility and impact of mindfulness programmes on emotional well-being when delivered by school teachers in pre-adolescence are scarce. We report findings from a controlled feasibility pilot assessing acceptability and emotional well-being outcomes of an eight-week mindfulness programme (Paws b) delivered by school teachers within a regular school curriculum. Emotional well-being was measured using self-report questionnaires at baseline, post-training and three month follow-up, and informant reports were collected at baseline and follow-up. Seventy one participants aged 7-9 years were recruited from three primary schools in the UK (training group n = 33; control group n = 38). Acceptability of the programme was high with 76% of children in the training group reporting ‘liking’ practicing mindfulness at school, with a strong link to wanting to continue practicing mindfulness at school (p
