This article uses a meta-analysis research design to better understand the potential of mindfulness practices for reducing inattentive and hyperactive-impulsive behaviors in early and middle childhood, as well as their moderators (age, instructor, at risk status, length of mindfulness program). Mindfulness-based interventions led to positive effects on inattention and hyperactive-impulsivity, with slightly greater effects noted in “at-risk” children. These results support mindfulness as an effective intervention to be used with all students, regardless of risk for inattention and impulsivity, in preschool and elementary school.