This study aimed to investigate the effectiveness of child-centered mindfulness interventions on the psychological well-being of students with specific learning disorders. The research method was semi-experimental, using a pre-test and post-test design with a control group. The statistical population included all students with specific learning disorders in Shahrekord in 2023. From this population, 30 students were selected through purposive sampling and randomly assigned to two groups: an experimental group (15 people) and a control group (15 people). Data collection tools included the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV), the Colorado Learning Difficulties Questionnaire (LDQ), and the Psychological Well-Being Scale for Children (PWB-c). The experimental group received 10 sessions of training, while the control group received no intervention. The data were analyzed using analysis of covariance (ANCOVA) with SPSS software, version 24. The results showed that child-centered mindfulness interventions had a significant effect on the psychological well-being of students with specific learning disorders (p < 0.05). Given that child-centered mindfulness interventions improved the psychological well-being of students with specific learning disorders, it can be concluded that planning for such programs, like child-centered mindfulness training, can play an important role in improving students' psychological well-being.