The purpose of current research was to examine the effects of mindfulness training on the use of coping strategies by ninth grade boys in Andisheh in academic year 2015-2016. To this end, Mowlana high school was randomly­ selected and Endler and Parker Coping Style Questionnaire (1990) was administered to all 9^th graders. Forty students with the lowest grades on the problem-focused coping style subscale were selected and randomly assigned to experimental and control groups. The experimental group participated in  one-hour weekly training sessions and had the necessary practice in mindfulness skills. One week after the intervention, the post-test was given to both experimental and control groups to assess the effectiveness of mindfulness training. The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA). Results demonstrated that mindfulness training was effective in changing students’ coping styles. In fact, students receiving mindfulness training increased their use of problem-focused coping, as compared to the control group.  In addition, the experimental group used emotion-focused and avoidance coping styles less in comparison to the control group.

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