Bringing meditation into a school or building is a delicate and lengthy process. It requires the navigation of a number of constituents and interests. And if it's not done well initially, it can have a huge consequence for the long-term viability or success of a program.

In my experience, this type of work is most successfully integrated into the school when it's initiated by teachers or students, or even better—both. Teachers’ grassroots desire to address the growing concerns and anxieties permeating the classroom environment, along with a motivation to integrate the work into their classrooms, is crucial to its success.