A six-week investigation utilizing a standard mindfulness for adolescents curriculum and norm-based standardized resiliency scale was implemented in a self-contained school for students with Emotional/Behavioral Disorders (E/BD). Informal integration of mindfulness activities into a classroom setting was examined for ecological appropriateness and improvement of student resiliency as conceptualized by pre and post-tests using a standardized measure. T-tests demonstrated that students perceived a significantly greater sense of personal mastery after six weeks of mindfulness activities, defined by the scale as optimism, self-efficacy, and adaptability. Additionally, students perceived a significant decrease in the level of emotional reactivity defined as sensitivity, recovery and impairment. Although a third scale, relatedness, did not reach significance, it was strongly supported and represented a trend in the significant direction. The results, both quantitatively and qualitatively, speak to the power of incorporating informal mindfulness activities into the daily educational curriculums of students.