Background: The more cognitively capable children are and the safer they are against mental illnesses, they will spend their adolescence with higher health and safety and will use their capacities and talents in the best way to build a bright future, among the most important things. The effective components in children's mental health are the level of executive functions, emotional expression and resilience, and various treatment programs and interventions can be used to improve the level of these three.
Aim: In this research, it was tried to investigate the effect of two methods of cognitive flexibility and mindfulness on hot and cold executive functions, emotional expression and resilience among elementary school students.
Methodology: The research method was semi-experimental and its design was pre-test and post-test with a follow-up test and a control group. The statistical population of girls studying in the fourth grade of elementary school in Bushehr in the academic year 1400-1401 and the sample size in this research was 60 female students studying in two elementary schools in Bushehr, which were divided into 4 groups (mind-awareness intervention, rehabilitation intervention cognitive, combined intervention and control group) were randomly assigned.
Findings: The data were analyzed with spss software and multivariate covariance analysis and Bonferroni post hoc test. The results indicated that mindfulness and cognitive rehabilitation methods had a significant effect on continuous performance, working memory, problem solving, selective attention and resilience (p<0.01) and the experimental group that both methods of cognitive rehabilitation intervention and mindfulness was performed on them, compared to the control group, they scored higher in the mentioned constructs.
Conclusion: Since mindfulness and rehabilitation are considered interventions that affect students' cognitive skills, it is suggested that this method be used optimally in elementary school stude