The present study aimed to examine the effectiveness of a social cognition training program on empathy and social skills in adolescents with attention-deficit/hyperactivity disorder (ADHD). The research employed a quasi-experimental design with a pretest–posttest and a control group. The statistical population consisted of adolescents with ADHD who attended counseling and psychological service centers and psychiatric clinics in District 2 of Tehran in 2025. From this population, 30 eligible adolescents with ADHD were selected through purposive sampling based on the inclusion criteria and were randomly assigned to an experimental group and a control group (15 participants in each group). The research instruments included the Child and Adolescent Empathy Questionnaire (Ornaghi et al., 2017) and the Social Skills Questionnaire (Gresham & Elliott, 1992). The experimental group received the social cognition training program in ten 60 minute sessions (two sessions per week) administered by the researchers. Data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS version 26. The results indicated that after controlling for the pretest effect, there was a significant difference (p < .05) between the experimental and control groups in the posttest scores of all subscales of empathy and social skills. These findings suggest that the social cognition training program improved empathy and social skills in adolescents with ADHD. Based on these results, the application of social cognition training programs for adolescents with ADHD is recommended in educational and clinical settings.