The present study was conducted with the aim of determining the effectiveness of self-compassion training on emotional expression and social self-efficacy of sixth grade male students of Zarch district primary school. The research method was semi-experimental with a pre-test and post-test design with a control group. The research population was all the male students of the sixth grade of Zarch primary school in the year 2021-2022, according to the experimental research, 30 people were selected as a statistical sample and 15 of them were randomly assigned to the experimental group and 15 of them to the experimental group. The control group was assigned. social self-efficacy questionnaire and emotional expressiveness questionnaire were used to measure the research variables. The experimental group received self-compassion training in 8 60-minute sessions, but the control group did not receive any intervention. The results of multivariate covariance analysis (MANCOVA) showed that in terms of social self-efficacy and expressiveness of emotions there was a difference between the experimental and control groups. There is a meaning. Therefore, teaching self-compassion has been effective in improving students' social self-efficacy and emotional expression. Also, self-compassion training has been able to significantly increase the average components of emotional expression (expressing positive emotions, expressing intimacy) and decrease the component of expressing negative emotions in the experimental group. As a result, teaching self-compassion leads to improving the feeling of psychological health in the occurrence of emotions and increasing psychological resources, including students' sense of self-efficacy.