In the wake of COVID-19, the prevalence of stress and anxiety have become exceedingly widespread, and the cumulative effects of enduring multiple ongoing stressors altering every aspect of life have left many struggling to find suitable coping mechanisms. Students, in particular, appear to be operating in perpetual states of stress and anxiety within their constantly shifting school environments. Altering routines or restricting typical activities for students with disabilities can further induce mental stress and escalate challenging behaviors that often lead to poor academic performance. Mindfulness-based practices (MBPs) are one approach that educators can use to teach students with and without disabilities how to manage everyday stressors within the academic environment in more effective ways. Understanding how MBP's can support student outcomes and best practices for meaningful participation by students with disabilities, educators can provide their students with useful strategies for managing stress and anxiety during school or in daily life. Educators can present traditional approaches, with adaptations as necessary, to facilitate simple classroom-based mindfulness activities for students with disabilities that enhance their ability to effectively navigate everyday stressors. Through relaxation training and self-management techniques, students gain tools to strengthen their emotional and psychological well-being in ways that can also enhance academic outcomes. While the practices are universal and beneficial for all students, they can be exceptionally valuable for students with disabilities. Future research should continue studying the effects of school-based mindfulness practices and strategies for implementation, especially for programs serving students with disabilities.