The purpose of present study was investigating the effectiveness of family-centered problem-solving intervention on anxiety in elementary school students at risk of trauma. This study was a quasi-experimental study using a pretest-posttest-follow-up design with a control group. The statistical population included elementary school students at risk of trauma who exhibited anxiety symptoms in Kermanshah, during the 2023-2024 year. 60 students were selected using purposive sampling and randomly assigned to two experimental groups (n=30) and control groups (n=30). Just the experimental group participated in 10 sessions (60-minute, twice weekly) of a family-centered problem-solving workshop, while the control group received no intervention until the end of the follow-up phase. The Spence Children’s Anxiety Scale-Parent Version (SCAS-P) (1999) was used to collect data. Data analysis was repeated measures analysis with SPSS26. The results showed that in the experimental group, there was a significant difference between the pre-test and post-test scores in the subscales of anxiety (p<0.001), and no significant difference was observed between the post-test and follow-up scores (p>0.001) that indicating the stability of the effect. Based on the results, family-centered problem-solving intervention was effective in reducing anxiety and all subscales of anxiety in elementary school students at risk of trauma. Therefore, the implementation of family-centered problem-solving intervention recommended in home and school.