In recent years, interest in mindfulness (focused awareness) and interventions based on it has been on the rise. Mindfulness means paying attention, that is, being aware of and accepting what is happening in the mind, body and external environment in the present moment, without judgment. Previous research in the fields of neuroscience, psychology, medicine, education, rehabilitation, etc. shows that mindfulness has numerous benefits in different populations of users and that it can help support attention, acceptable behavior, social skills, self-regulation and a positive emotional state. For this reason, it is increasingly used in the population of children with developmental disabilities and people with disabilities. Moreover, parents of children with developmental disabilities and people with disabilities face numerous stressors and challenges every day, among which are the specific demands placed on them by the diagnosis and concern for the child's future. Parental stress can negatively affect the psychophysical status of parents, the effectiveness of parenting, interactions with the child and child's development, therefore it is necessary to implement various interventions to reduce parental stress, among which some of the mindfulness techniques can be applied in order to optimize the outcomes of children with developmental disabilities and their families. Furthermore, educational rehabilitators in their daily work are faced with different demands and needs of their users, which can cause professional stress. Namely, in addition to the specific needs and characteristics of users, work organization conditions, relationships with colleagues and parents, the need for continuous training, etc. also contribute to professional stress. In this sense, one of the negative consequences of professional stress is burnout syndrome, which is manifested as a reduced sense of achievement, depersonalization and emotional exhaustion. In order to prevent this, recently the importance of implementing different strategies and techniques for dealing with stress in the workplace has been particularly emphasized. On the basis of the above, the aim of this review was defined, which related to the consideration of the possibility and effectiveness of applying mindfulness in the field of educational rehabilitation, in the triad consisting of: 1) children with developmental disabilities/persons with disabilities, 2) parents, 3) educational rehabilitators and experts from related disciplines involved in the educational rehabilitation process. For this purpose, a review of the literature available in various databases such as EBSCO, SpringerLink, Scopus, Hrčak, Google Scholar and others was conducted. The results of the research included in this review show many benefits of mindfulness for various participants in the educational rehabilitation process, which are manifested in more positive cognitive, affective and interpersonal outcomes and in the improvement of physical and mental health. In addition, the need to carry out further research, especially in our country, was emphasized, which would contribute to a more effective and numerous application of mindfulness in the field of educational rehabilitation.