Introduction and goal: There are various issues in educational environments that can affect the academic performance of students, and not paying attention to these issues will lead to destructive consequences. This research was conducted with the aim of the effectiveness of mindfulness training on the perception of school atmosphere and academic self-concept in female 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 primary school students in Qarchak city in 2024, 30 people were selected by available sampling method and replaced in two equal groups of 15 people. Mindfulness training program was applied in 8 sessions as a group and one session per week for the experimental group. To collect information, school climate perception (Way et al., 2007) and academic self-concept (Yi -Hissn Chen, 2004) were used. The data were analyzed with descriptive statistics methods, statistical assumptions and multivariate covariance analysis with SPSS-26 statistical software.
Findings: The results showed that mindfulness training improved the perception of school atmosphere (F=99.964, P<0.05 and Eta=0.51) and increased academic self-concept (F=102.017, P<0.05 and Eta=0.55) the subjects of the experimental group were effective in the post-test phase (P<0.05).
Conclusion: Considering the usefulness of the mindfulness training program on academic issues in students, it is necessary to use this method continuously and permanently in schools and other educational centers.