Mindfulness has been shown to have positive effects on constructs related to resilience and protective factors by providing a means through which to decrease ruminative response and reduce stress and promote well-being. Although mindfulness has not been adequately researched within the school setting as a protective factor against the negative effects of adverse environments, it has been supported as an effective way to promote positive response to negative stimuli. Despite many difficulties, some students from adverse environments have been found to succeed, separating themselves from their external contexts and maintaining resilience through challenging conditions. Examples of protective factors include positive relationships with the community and family, social acceptance, sibling support, stability, and temperament. Several internal developmental assets are related to personal well-being, including personal power and self-esteem. Protective factors against adversity are also related to well-being, including positive coping with stress and intrinsic motivation. Mindfulness intervention may prove an efficient and robust strategy to help students in difficult environments succeed despite the adversity that they face. With the focus removed from their external environmental struggles, students would be able to direct their attention toward learning and strive to reach the point that they can change their environment for the better.