This study has been undertaken to investigate the mediating role of mindfulness in the effect of family emotional climate on successful academic identity. The research method was descriptive and correlational, using structural equation modeling. The statistical population included all junior high school students in Qom during the 2021-2022 academic year. From this population, 355 students were selected through multi-stage cluster random sampling. Data were collected using the Family Emotional Climate Scale (Hill burn, 1964), the Successful Academic Identity Scale (Was & Isaacson, 2008), and the Five Facet Mindfulness Questionnaire (Baer et al., 2006). Structural equation modeling was conducted using AMOS22 software to test the research hypotheses. The findings showed that family emotional climate had a direct and significant positive effect on successful academic identity (β = 0.26). Family emotional climate also had a direct and significant positive effect on mindfulness (β = 0.24). Mindfulness had a direct and significant positive effect on successful academic identity (β = 0.16). Family emotional climate had an indirect and significant effect on successful academic identity through the mediation of mindfulness (β = 0.04). Based on these results, educating families on emotional support for their children and training educational staff to optimize students' mindfulness in their identity formation journey leads to successful academic identity. Therefore, educating these two crucial entities is essential.