Introduction and Objective: Social-emotional learning programs and mindfulness exercises, as emerging interventions, strengthen self-regulation skills, reduce behavioral problems, and improve concentration and academic achievement. The aim of this study was to investigate the effectiveness of social-emotional learning programs and mindfulness exercises on concentration, self-control, and achievement in basic subjects (mathematics and Persian) of elementary school students, and to compare their combined effect with regular education.

Methodology: This applied research was conducted with a quasi-experimental pre-test-post-test design with a control and follow-up group. The statistical population was students from the fourth to sixth grades of elementary school in Noorabad in the academic year 1402-1403. Using multi-stage cluster sampling, 60 students (girls/boys) were assigned to three groups: social-emotional learning, mindfulness, and control. The social-emotional learning group received a school-based educational package (emotion recognition, emotion regulation, empathy, conflict resolution, effective communication, and decision-making) in 3 weekly 45-60 minute sessions. The mindfulness group performed mindfulness exercises (focusing on breathing, body scanning, and observing thoughts without judgment) 3 times a week for 12 weeks. The instruments included standard measures of concentration (attention test and teacher rating), self-control (children's questionnaire or social-emotional learning subscale), and researcher-made academic achievement scores/test.

Results: After adjusting for pretest, the mean difference in concentration, self-control, and academic achievement between groups was significant. The intervention groups showed sustained improvement at follow-up compared to the control; the combined social-emotional learning + mindfulness group had relative superiority.

Conclusion: Integrating social-emotional learning and mindfulness in school programs significantly improves concentration, self-control, and academic achievement.