Introduction and goal: students are one of the most important sections of the society and the good academic performance of this section can guarantee the success of any society. Therefore, this research was conducted with the aim of the effectiveness of the child-centered mindfulness program on the sense of belonging to school and academic engagement in students.
Research methodology: It was a semi-experimental research with a pre-test and post-test design with two experimental and control groups. The statistical population included all female students of the first secondary level of Delfan city in 2024, who were selected by the available sampling method, 30 people were selected and replaced in two equal groups of 15 people. The mindfulness program was applied in 10 group sessions and one session per week for the experimental group. To collect information, the school belongingness questionnaire (Berry et al., 2004) and the academic enthusiasm questionnaire (Fredericks et al., 2004) were used. The data were analyzed using descriptive statistics and covariance analysis with spss-26 software.
Findings: The results showed that the child-centered mindfulness program increased the feeling of belonging to school (F=15.145, P=0.015 and Eta=0.589) and increased academic engagement (F=16.690, P=0.016 and Eta=0.568) each index of these two variables had a significant effect in the post-test phase (P<0.05).
Conclusion: According to the results, it can be said that therapists and school counselors can use mindfulness exercises to improve and succeed in students' academic processes.