Background: : Elementary age children and teenagers go through a vital transitional period in which a person undergoes significant changes in terms of behavioral, emotional and cognitive development. In addition to normal developmental changes, elementary children often face multiple stresses. In the areas of life, these children may experience stress related to school, sociability and participation, adjustment of emotions, resilience, family and family life, uncertainty about the future, working memory skills and other variables such as finances and jobs, etc. that paying attention to these variables has significant effects on students' progress. Methodology This semi-experimental research includes a pre-test and post-test with two experimental groups and one control group. The statistical population was all male students of the sixth grade of primary school who were studying in the schools of Lande city in the academic year of 2042-2041. The sample included two groups (control group of 34 people and experimental group of 34 people). Data were collected by working memory test for children (Halfback) (1446), emotional selfregulation questionnaire by Hoffman and Kashden (1424) and Rio participation questionnaire (1423), mindfulness scale in children and adolescents (CAMM) and child and adolescent resilience scale. 18 - Angar and Liebenberg (1449) were compiled. The students of both experimental groups were influenced by the independent variable (resilience training program based on mindfulness) during 6 sessions of 15 minutes, and the control group did not receive any training, then again to evaluate the effect of the training, tests were conducted for both groups. The data of the research questionnaires were analyzed with SPSS software and one-way (ANCOA) and multi-way (MANCOA) analysis of covariance. Conclusions: Resilience training based on mindfulness can be considered as an effective intervention in increasing and improving the level of active memory, participa