One of the most important problems of students in Iran's educational system is low academic performance. This research aims to know the effectiveness of executive functions training on cognitive regulation of emotion, working memory, and mental vitality in students with low academic performance. This research method was experimental and used pre-test and post-test with control group. In this way, 40 students were selected by a simple random method from among the second-year high school students of the 2nd district of Tehran whose GPA in the first semester of 2024 was below 13 (C+). Then they were randomly divided into two groups of 20 people, experimental and control. After obtaining the code of ethics, the questionnaire of Garnevsky and Kraij (2021) was used to measure the cognitive regulation of emotion, the questionnaire of Danmin and Carpenter (1980) was used for working memory, and the questionnaire of Ryan and Frederick (1997) was used for mental vitality in the pre-test. Barkley's executive educational package (2021) were taught in 10 one-hour sessions in the experimental group. Then a post-test was taken from both groups (there were 3 participants in the experimental group and 2 participants in the control group). Data analysis using covariance analysis showed that the experimental group’s cognitive regulation of emotion, working memory, and mental vitality were significantly higher than the control group. The result is that executive function training is suggested to increase the cognitive regulation of emotion, working memory, and mental vitality of students with low academic performance.