The incorporation of contemplative practices into school settings has gained considerable momentum, supported by a growing body of evidence indicating positive outcomes for student cognitive functioning and psychological well-being. Nevertheless, the field continues to lack a unifying theoretical framework that explains the precise mechanisms through which these practices exert their influence. This article advances a dual-process framework for mindfulness-based education, proposing that its primary efficacy stems from the concurrent cultivation of two interrelated capacities: attentional stability and affective clarity. Drawing upon insights from developmental neuroscience, cognitive psychology, and educational practice, this framework posits that systematic training in contemplative techniques fosters a progression from rudimentary focus toward sophisticated metacognitive awareness. This improved attentional capacity, consequently, establishes the prerequisites for heightened affective clarity, defined as the capacity to identify, accept without immediate response, and effectively employ emotional experiences. A cyclical relationship is suggested, wherein advancements in affective clarity diminish cognitive interference, thus further solidifying attentional stability. The discussion concludes by outlining the practical applications of this framework for curriculum design, developmental suitability, and empirical research, providing a guide for converting theoretical concepts into enduring classroom practices.