As mental health challenges in higher education continue to rise, particularly following the global pandemic, there is an urgent need for effective interventions that support student coping and resilience. Mindfulness has, over the last two decades, been shown to be effective in helping students manage emotional and cognitive challenges in higher education, and self-determination theory (SDT) posits that individuals are inherently motivated to engage in activities that fulfill their basic psychological needs for autonomy, competence, and relatedness. This theoretical analysis looks at how mindfulness exercises can lead to a more all-encompassing approach to student support when they are in line with SDT's fundamental ideas of autonomy, competence, and relatedness. By integrating current research on mindfulness in education with SDT literature, the chapter demonstrates how this integration can foster students’ intrinsic motivation, enhance their emotional regulation, and improve their overall academic engagement. Research indicates that integrating mindfulness exercises with SDT-aligned teaching strategies might foster learning environments that enhance students’ psychological and intellectual well-being. The chapter offers practical strategies for educators and institutions to implement mindfulness-based interventions while satisfying students’ basic psychological needs. The need for institutional support in putting such initiatives into action is emphasized in the chapter's conclusion, which also offers ideas for future research and practice in this developing topic.