<p>Amongst the growing discourses surrounding uses of mindfulness in school settings, relatively little attention has been paid to questions of temporality. This, in a way, is quite surprising, given the explicitly temporal form given to the most commonly used definitions of mindfulness, such as “being in the present”, or “suspending thoughts about the past and future”. But, of course, time is also an important organizing force in school education. In light of this, philosophical, psychological and sociological analyses of schooling have presented several useful critiques of the temporalities governing school life. Examining the intersection of these two concerns, this article links questions of the temporalities of contemporary mindfulness, to broader questions of the temporalities of contemporary schooling. In this, we are led by an interest in how certain relations to time and temporality carry normative weight in education, informing how educational experience is regulated in accordance with certain ideals, priorities and subjectivities. We argue that mindfulness in schools has an interesting role to play here, transforming temporality from (merely) a condition of education, to an object of education, with potentially interesting and divergent effects. Drawing from previous empirical research, we identify several forms of temporal suspension that mindfulness may introduce into the classroom. But what is the socio-political and educational function of this (possible) suspension? From one perspective, mindfulness can be critiqued as an extension and intensification of the instrumentalization of time within schooling. From another, mindfulness would seem to have the potential to radically disrupt a dominant temporality of speed, acceleration, outcomes-focus and deferral. Mindfulness appears to align with a long tradition of viewing the school as a place of suspension: a space set apart from the accelerated, outcome-driven logics of the wider world, where learners can dwell in unhurried exploration In practice, however, many implementations turn suspension into a skill to be deliberately produced by students, a “suspension of suspension” that can undermine its educational ideal. We unpack the various dimensions of this problem, with help of tools from philosophical phenomenology, as well as social theory, in an attempt to chart the complexity between these different perspectives.</p>