The aim of the present study was to determine the effectiveness of a mindfulness-based social-emotional learning program on the subjective well-being and social competence of students with specific learning disorder. The research method was a quasi-experimental design with a pretest-posttest design and a control group with a follow-up period of one and a half months. The statistical population included all students aged 10 to 12 with specific learning disorder who referred to psychological service centers in Tehran, from which the Omid and Neshat Center was selected in 2025. 30 students were selected through purposive sampling based on the study's entry criteria and randomly assigned to two experimental groups (15 people) and control (15 people). The instruments used included Keyes & Magyar -Moe subjective well-being questionnaire (SWQ) and Zhou & Ee social competence questionnaire (SECQ). The experimental group received 15 sessions 60-minute of mindfulness-based social-emotional learning program twice a week, and the control group was placed on a waiting list to receive training. The collected data were analyzed using repeated measures analysis of variance using SPSS-24 software. The results of the analyses showed that the mindfulness-based social-emotional learning program improved subjective well-being and social competence in students with specific learning disorder (P<0.001). Therefore, it can be concluded that the present program can have a positive impact on the psychological and social status of these students by promoting social-emotional capabilities with an emphasis on mindfulness.