'Mindfulness' is a term which holds increasing currency within educational research, policy and practice. However, there is substantial variation in its use, especially with respect to its historical roots in the Buddhist tradition. I develop a conceptual distinction between 'thin' mindfulness and 'thick' mindfulness, with attendant ontological, teleological and ethical features. Employing a selection of methodological tools from Critical Discourse Analysis, I use the thick/thin distinction to map out and interrogate existing uses of mindfulness in education. While the deployment of 'thin' mindfulness has facilitated its adoption and popularity, significant criticisms have also been raised regarding its translation and use in this, and other, novel contexts. The contemporary uses of mindfulness within education thus presents a range of complex issues for educational researchers.