Drawing from the conceptual framework of shunyata (emptiness), this article elucidates mindfulness practices and detachment from identity labels, offering a turn toward educators' and students' well-being. With a call for educators to consider a personal mindfulness practice prior to implementing techniques with children, the author provides an example of a breathing sequence and suggestions about when and how to implement these practices. As postmodern classrooms are often filled with uncertainty, such mindfulness practices can promote educators' well-being through the reduction of reactivity, the acceptance of self and others, and the enhancement of creativity. As educators enhance their own well-being, they will, in turn, subtly affect students and the education environment.