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In the past years, the number of mindfulness‐based intervention and prevention programs has increased steadily. In order to achieve the intended program outcomes, program implementers need to understand the essential and indispensable components that define a program's success. This chapter describes the complex process of identifying the core components of a mindfulness and yoga program for urban early adolescents through the systematic study of fidelity of implementation of the intervention. The authors illustrate the CORE Process [(C) Conceptualize Core Components; (O) Operationalize and measure; (R) Run analyses and Review implementation findings; and (E) Enhance and refine], based on data gained from a mindfulness and yoga intervention study conducted as a community‐academic partnership in Baltimore city.

Purpose: Mindfulness-based interventions – which train capacities for attention, awareness, compassion, and self-regulation of thoughts and emotions – may offer unique benefits for urban youth exposed to chronic stress and adversity. Urban schools are promising settings in which to integrate mindfulness-based interventions; however, they pose complex challenges for intervention implementation and evaluation. Design/methodology/approach: The paper reflects on the experiences of our community-academic partnership conducting two school-based randomised trials on a mindfulness and yoga programme. The programme was developed by the Holistic Life Foundation and was delivered to middle school students in public schools serving disadvantaged urban communities. Findings: This paper discusses barriers and facilitating factors related to effective intervention delivery and evaluation, presents recommendations for future work and reflects on the potential benefits of mindfulness-based practices for students, teachers and schools.

Purpose: Mindfulness-based interventions – which train capacities for attention, awareness, compassion, and self-regulation of thoughts and emotions – may offer unique benefits for urban youth exposed to chronic stress and adversity. Urban schools are promising settings in which to integrate mindfulness-based interventions; however, they pose complex challenges for intervention implementation and evaluation. Design/methodology/approach: The paper reflects on the experiences of our community-academic partnership conducting two school-based randomised trials on a mindfulness and yoga programme. The programme was developed by the Holistic Life Foundation and was delivered to middle school students in public schools serving disadvantaged urban communities. Findings: This paper discusses barriers and facilitating factors related to effective intervention delivery and evaluation, presents recommendations for future work and reflects on the potential benefits of mindfulness-based practices for students, teachers and schools.