Coping with stress is not a foreign thing, both for adults and children. Sources of stress are found everywhere and can cause a number of emotional (anxiety, depression) and behavioural problems (antisocial behaviours). A child's development can be severely impaired if the sources and coping strategies are not treated in time. Avoiding or distancing oneself from the problem creates only a short-term relief effect, but for the healthy psychological and physical development of children it is necessary to understand the problem and face it. Reactions to stressful situations are often negative emotions that we automatically associate with stress. Those in children can result in feelings of anger, violent behaviour, and anxiety. Furthermore, it negatively affects their attention, thinking process and ultimately their learning. Cognitive processes such as attention, learning, memory, creativity can be improved using some simple methods (Saltzman and Goldin, 2008). One such method is mindfulness. The notion of directed consciousness refers to the state of consciousness with attention directed towards one's own experiences (bodily sensations, thoughts, feelings) or towards the environment in the present moment with an attitude of non-judgment. (Kabat- Zinn J., 2003.) The aim of this review is to explore current knowledge about the effects of mindfulness exercises in education, the extent to which they can help school-age children cope with, accept, and respond to their own feelings and how these processes can positively affect children's cognitive development.