Background: The methods of controlling anxiety (play therapy and mindfulness based on stress reduction) are effective solutions to prevent the adverse effects of children's anxiety such as academic boredom and feelings of loneliness, and while bringing happiness and peace, they can help improve concentration. Aim: This research is an attempt to investigate the effect of training to control anxiety, feelings of loneliness and academic boredom in primary school students after the reopening of schools during the covid-19 epidemic.
Methodology: The present research was conducted as an experiment with two experimental groups (play therapy and mindfulness) and a control group, along with pre-test and post-test. The statistical population of this research includes fourth grade elementary school children in Alishahr city in the academic year of 1401-1402 SH. The sample members were selected through cluster sampling in the number of 45 people And then they were placed in three groups (mindfulness, play therapy and control) of 15 people randomly. Each of the experimental groups underwent special training (mindfulness or play therapy) in 8 weekly sessions (8 weeks) and each session was one hour. The control group did not receive special anxiety reduction training in these two months. And after the end of the course and exams, two mindfulness sessions were held for the witness group to thank them for their cooperation.
Results: Based on the results, controlling anxiety contributes to improving the level of concentration And it has no significant effect on academic boredom and loneliness. Mindfulness based on stress reduction explains 0.28 of the variance of concentration variable. And in general, anxiety control (by two methods, play therapy and mindfulness based on stress reduction), explains 0.22 of the variance of the concentration variable; But controlling anxiety through play therapy alone does not have a significant effect on improving concentration.
Conclusion: The prese