At present teacher stress has become a critical issue in the educational field which affects negatively towards the teacher student relationship, teacher creativity, teaching methodologies and student outcomes. Though the studies have revealed that teacher can improve their wellbeing, as well as the student outcome through the use of mindfulness practices which was taught by the Buddha 2600 years ago, any convincing evidence of the influence of teachers’ mindfulness towards student English Language outcomes in Sri Lanka or any other country cannot be found. To fulfil that gap, this study explored the influence of teachers’ mindfulness towards student outcomes in the government schools in Sri Lanka, using Pretest and Posttest Experimental design. Data was collected before and after 8-week intervention period, from a sample consisted of 230 students and 9 teachers of English, that were observed quantitatively. Findings revealed that the teachers’ mindfulness as one of the most influential factors that decides the student outcomes and the stress -free enjoyable learning teaching environment for both teachers and students. This offers valuable recommendations to the education system in Sri Lanka, in order to enhance student academic performances, steps should be taken to improve the mindful living of teachers.

Teacher’s Mindfulness (TM), Student English Language Outcomes (ELOs), Senior Secondary Students