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IRCT20260816070684N1 IRCT 2026-09-18 Islamic Azad University The effectiveness of mindfulness on self-esteem, resilience, and mental vitality The effectiveness of mindfulness on self-esteem, resilience, and mental well-being in students with dyslexia. 2026-09-20 anticipated 30 Complete https://irct.ir/trial/92914 interventional Randomization: Randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: In this study, a complete randomization method with an allocation ratio of 1:1 is used, and the randomization unit is the individual. After preparing the final list of 30 participants, each individual is assigned a unique numerical identification code. Then, an individual independent of the intervention implementers and evaluators generates a random number for each code using Random Number Generator software, and the participants are sorted in ascending order based on these numbers. The first 15 people are assigned to the experimental group and the next 15 people are assigned to the control group sequentially; thus, the probability of each individual being assigned to each group is equal, and the allocation ratio in the two groups is equal, Blinding description: To control for bias, this study employs a design that blinds the outcome assessor and the data analyst. Following full ethical briefing and the signing of informed consent forms, participants and their parents remain unaware of the specific hypotheses and group assignments; however, complete perceptual blinding is not feasible given the behavioral and educational nature of the mindfulness sessions. Randomization is performed by an independent individual, and sessions are led by a separate instructor; consequently, the principal investigator and school staff remain unaware of student group assignments until the study concludes. Given the non-medical nature of the intervention, medical personnel play no role in the study. Outcome assessments—conducted at pre-test, post-test, and follow-up stages—are carried out by assessors who are entirely independent of the intervention team and unaware of group allocations. Similarly, the statistician receives raw data identified only by anonymous codes and remains blinded until the analysis process is complete. As the intervention poses no risk, the establishment of a data monitoring committee is not required, and the authors will finalize the manuscript only after the final unblinding. N/A Children with learning disabilities. Intervention 1: Intervention group: The mindfulness training program will be based on the standard mindfulness protocol for children designed by Sample and Lee (2008; translated by Mashhadi et al., 2017). The sessions of this intervention will be conducted in 8 60-minute sessions (one session per week) in a group setting for the experimental group. Mindfulness training is an approach that aims to increase attention to the present moment, reduce anxiety and rumination, and develop emotional regulation skills by promoting sensory and physical awareness. It helps students with dyslexia manage their academic and emotional challenges by replacing automatic and stressful reactions with responses based on calm and acceptance, and achieve the promotion of self-esteem, resilience, and mental vitality. This approach has main educational axes that lead to improved self-control and enhanced concentration; These axes include: establishing a therapeutic relationship and introducing the concept of mindfulness and paying attention to the present moment through sensory exercises (such as the raisin exercise), strengthening conscious attention to the environment through stimulating the five senses, teaching conscious breathing as an anchor for achieving calm, increasing body awareness and relaxation through body scan exercises, identifying and accepting difficult emotions (stress, anxiety, sadness, and anger) without judgment, teaching strategies for overcoming academic procrastination and managing behavior, integrating mindfulness with physical activities and stretching movements, and finally consolidating skills, building a personal mindfulness toolbox, and summarizing what has been learned. The main emphasis of this program is to direct children's non-judgmental attention to internal and external experiences and replace anxious and procrastinating patterns with conscious, flexible, and focused behaviors. Intervention 2: Control group: They do not receive any intervention or treatment. No - There is not a plan to make this available Justification or reason for not sharing IPD is Participant data is completely confidential and I do not intend to publish it.
public Fatemeh Salahshouri
Daneshjo Square, Zagros Blvd.
Izeh Iran (Islamic Republic of) 6391693627 +98 936 997 2805 fatemesalahshouri19@gmail.com Islamic Azad University scientific Fatemeh Salahshouri
Daneshjo Square, Zagros Blvd.
Izeh Iran (Islamic Republic of) 6391693627 +98 936 997 2805 fatemesalahshouri19@gmail.com Islamic Azad University Iran (Islamic Republic of) Participants must be between 6 and 10 years of age. Participants must have scored above the mean on the dyslexia questionnaire. Both the participants and their parents/guardians must provide informed consent to participate in the study. 6 years 10 years Both Having physical illnesses that interfere with the intervention process. Current use of psychiatric medications. F81.9 Developmental disorder of scholastic skills, unspecified Behavior N/A Intervention group: The mindfulness training program will be based on the standard mindfulness protocol for children designed by Sample and Lee (2008; translated by Mashhadi et al., 2017). The sessions of this intervention will be conducted in 8 60-minute sessions (one session per week) in a group setting for the experimental group. Mindfulness training is an approach that aims to increase attention to the present moment, reduce anxiety and rumination, and develop emotional regulation skills by promoting sensory and physical awareness. It helps students with dyslexia manage their academic and emotional challenges by replacing automatic and stressful reactions with responses based on calm and acceptance, and achieve the promotion of self-esteem, resilience, and mental vitality. This approach has main educational axes that lead to improved self-control and enhanced concentration; These axes include: establishing a therapeutic relationship and introducing the concept of mindfulness and paying attention to the present moment through sensory exercises (such as the raisin exercise), strengthening conscious attention to the environment through stimulating the five senses, teaching conscious breathing as an anchor for achieving calm, increasing body awareness and relaxation through body scan exercises, identifying and accepting difficult emotions (stress, anxiety, sadness, and anger) without judgment, teaching strategies for overcoming academic procrastination and managing behavior, integrating mindfulness with physical activities and stretching movements, and finally consolidating skills, building a personal mindfulness toolbox, and summarizing what has been learned. The main emphasis of this program is to direct children's non-judgmental attention to internal and external experiences and replace anxious and procrastinating patterns with conscious, flexible, and focused behaviors. Control group: They do not receive any intervention or treatment. Self-esteem. Timepoint: Before performing the intervention and two weeks after completion of the intervention. Method of measurement: Mavroli et al.'s Children's Self-Esteem Questionnaire (2008). Resilience. Timepoint: Before performing the intervention and two weeks after completion of the intervention. Method of measurement: Angar and Liebenberg Resilience Questionnaire (2009). Mental vitality. Timepoint: Before performing the intervention and two weeks after completion of the intervention. Method of measurement: Ryan and Frederick Mental Vitality Questionnaire (1997). Islamic Azad University Approved 2026-07-28 Behbahan Islamic Azad University Ethics Committee Shahid Bayani St., Amir Kabir Blvd. Behbahan Khouzestan Iran (Islamic Republic of)