The Effectiveness of Acceptance and Commitment Training Program on the Level of Academic Stress and Academic Burnout in Students with Specific Learning Disability

Objectives Specific learning disability (SLD) is one of the most prevalent neurodevelopmental disorders that leads to many psychological consequences for students with such disorders. The present study aimed to determine the effect of acceptance and commitment training programs on the level of academic stress and burnout in students with SLD. Methods This study was a quantitative research conducted with a pre-test/post-test quasi-experimental design and a control group. The research population consisted of female students with SLD in Tabriz, Iran, selected through random cluster sampling method. The data were collected using Gadzella’s Student-Life Stress Inventory (SLSI) and School Burnout Inventory (SBI). Results Multivariate analysis of covariance was used to analyze the data. Given the results of the data analysis, the application of acceptance and commitment therapy (ACT) was seen to reduce the amount of academic stress and academic burnout in students with SLD. Since acceptance and commitment training can reduce academic stress and burnout in this group of students, it could be considered an effective intervention to reduce students’ psychological distress. Conclusions The present findings will pave the way for further research in the field of interventions associated with the psychological problems of students with SLD.