Background/Context: The proposed paper will share findings from a dissertation study examining mindfulness as a tool to reduce the impacts of educator bias on school discipline disparities. Teachers are the single most important factor in determining student achievement compared to any other aspect of schooling, yet studies are finding that the majority of teachers hold implicit biases much like the general population (Starck et al., 2020). Despite often good intentions, these biases can result in the differential treatment of students of color and students with disabilities, leading to disparate behavioral and academic outcomes (Losen, 2018). For instance, Black students diagnosed with an emotional/behavioral disability are punished more frequently and severely for the same behaviors compared to their White peers with and without disabilities (Losen, 2018). Mindfulness offers a novel approach to addressing the mental conditions in educators that can lead to biased disciplinary decisions in the classroom (Chang et al., 2022). Purpose/Objective/Research Question: In the proposed paper presentation, I will share findings from a pre-registered, double-blind randomized field experiment with teachers testing the hypothesis that a brief mindfulness training may reduce the impacts of bias in educators' discipline decisions. The presentation will answer the following research questions: (1) Does mindfulness training positively affect participants' interpretations of student behaviors and recommended use of punitive discipline? (2) Is a reduction in punitive discipline mediated by a reduction in the likelihood to interpret the students' behavior as problematic overall? Within Black and White student subgroups? (3) Does mindfulness training reduce disparities between Black and White student groups with and without disabilities as measured by participants' interpretations of student behaviors and their recommended use of punitive discipline? Setting: The study was conducted online through the Qualtrics platform. Teachers were invited to participate in the study via email. Interested teachers were first invited to complete a brief screener survey to determine their eligibility and then were taken to the Qualtrics platform to participate in the intervention or control activity. Population/Participants/Subjects: Secondary teachers (n=412) from public middle and high schools in four urban districts were recruited to participate in the study. The districts were selected intentionally given their publicly reported disparities in suspensions between Black and White male students with and without disabilities (identified through the Civil Rights Data Collection). Intervention/Program/Practice: Teachers who were eligible to participate in the study first answered pretest questions on their state of mindfulness and discipline philosophy (5 minutes). Teachers were then randomized at the individual level by treatment (Mindfulness vs. Control) and vignette race (Black vs. White) (20 minutes). The intervention included a brief introduction to mindfulness practice and included a guided mindfulness meditation exercise adapted from prior mindfulness-based interventions (Hanley et al., 2020). The control exercise entailed learning about the benefits of technology in the classroom, informed by prior intervention studies of a similar paradigm (Okonofua et al., 2022). After completing the exercise, all participants then responded to two vignettes depicting a student with and without a disability and the order was randomly counterbalanced. Participants then responded to post-test questions assessing their state of mindfulness, bias and basic demographic details (5 minutes) and were debriefed. Research Design: The research design entailed a double blind randomized experiment and followed a 2 (Condition: Treatment x Control) x 2 (Student Race: White x Black) x 2 (Student Disability Status: With x Without) mixed between and within subjects experimental design. Participants were randomly assigned at the individual level to receive either the treatment or control condition (between subjects) and to review two student vignettes depicting either Black or White students (between subjects). All participants viewed one vignette in which the student has a learning/behavioral disability, as referenced in the vignette materials, and one vignette in which the student did not have a disability (within subjects). The order of viewing a student with or without a disability was counterbalanced. Data Collection and Analysis: In response to the first research question, independent samples t-tests and regression were used to assess differences in interpretations of student behavior and recommendations for punitive discipline between the treatment and control groups. For regression, I created a dummy variable for the treatment and control group, which served as the independent variable predicting the primary outcomes (interpretations and recommendations). I included pre-test covariates assessing participants' state of mindfulness and discipline philosophy in the model. In response to the second research question, mediation analyses were performed in all student groups combined and within subgroups by student race. In response to the third research question, independent sample t-tests were conducted to compare group means between Black and White students with and without disabilities in the treatment and control conditions. The data was then reorganized from wide into long format, enabling disability and race to be treated as separate variables. A regression analysis was then performed to examine whether there was a main effect of race or disability status on the interpretation and recommendation outcomes as well as whether there was a significant interaction between group assignment and race and disability status. Findings/Results: In response to the first research question, regression indicated that the treatment/control dummy variable significantly predicted participants' interpretations of student behavior and recommendations for punitive discipline. In response to the second research question, a partial mediation was found overall and for the White student subgroup. A full mediation was found for the Black student subgroup. In response to the third research question, independent sample t-tests revealed that differences between the Black and White student groups in the treatment and control conditions were not significant, with the exception of the difference between the Black and White student without a disability in the treatment condition, which was significant. Interestingly, the White student without a disability received the harshest punishment across the treatment and control groups, followed by the Black student without a disability, White student with a disability and Black student with a disability. Additionally, regression also revealed that disability status was a significant predictor for the interpretation composite variable and race was not. The interaction of race and disability status as well as the three-way interaction between group assignment, race and disability status were also not significant for the interpretation of behavior. For the recommendation composite variable, regression revealed that both race and disability status were significant predictors. The interaction terms, however, were not significant. Conclusions: There are several limitations in this study. First, the online delivery mechanism may not approximate real-life classroom scenarios adequately. Responding to vignettes, for example, presents challenges to the transferability of the intervention effects to classrooms. Nevertheless, the findings of this study are encouraging, suggesting that mindfulness interventions may be a promising approach to shifting teachers' negative interpretations of the behaviors of Black and White students with and without disabilities and their subsequent use of punitive discipline. While the results did not indicate a reduction in disparities, the intervention group did interpret the student behaviors within each student subgroup significantly less negatively and responded with significantly less punitive discipline, which suggests mindfulness training may positively impact disciplinary outcomes for all students. Going forward, there is an opportunity to study the effects of the intervention in school contexts and to examine discipline outcomes in school settings following the intervention to assess its transferability to classrooms.