Abstract
This study examined the effect of a six-month virtual mindfulness program on the emotional stability of school psychologists in Kazakhstan and Russia. The goal was to assess whether structured mindfulness training leads to significant improvements in emotional well-being. A quantitative approach was used. School psychologists were randomly assigned to an experimental group that participated in the mindfulness program or a control group with no intervention. Emotional stability was measured using the Eysenck Personality Inventory (EPI) before and after the intervention. The results indicated a marked improvement in emotional stability in the experimental group compared to the control group. Participants who underwent the mindfulness training demonstrated a marked reduction in emotional instability, as reflected by large effect sizes and statistically significant differences in post-test scores. These results were consistent across both the Kazakhstani and Russian experimental groups. The findings support the effectiveness of virtual mindfulness programs in enhancing the emotional stability of school psychologists. The study contributes to the growing literature on mindfulness-based interventions and underscores the value of digital communication methods in promoting mental well-being within professional development programs, particularly in non-Western settings.