There is a growing interest in mindfulness and mindfulness-based interventions in schools and kindergartens. Research indicates that activities and practice such as relaxation, breathing-exercises, awareness-exercises and visualization can support calmness, friendliness, happiness, thriving and general wellbeing as well as learning motivation. However, research in the field is scarce. Most of the research is characterized by an individualized approach. In this paper we examine how a culture- and context-sensitive approach can contribute to research that study mindfulness in educational interventions. For the culture- and context-sensitive approach we apply culture psychology, social learning theory and phenomenology. The point of departure of the examination is reviews of research about mindfulness as clinical intervention and of mindfulness as educational intervention. Based on a critical evaluation of the individualizing research approaches the discussion includes examples from a qualitative study of teachers, who practice mindfulness in a course context and afterwards attempt to practice mindfulness in classes in school.