The present study was conducted to investigate the effectiveness of self-regulated learning strategies training on social competence and academic resilience of students suffering from learned helplessness in the second year of high school. The current study was a semi-experimental application with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the research included male and female students with l learned helplessness who were studying in the second period of secondary school in the academic year of 1401-1402 in Firozabad city of Fars. 35 student suffering from learned helplessness were selected through purposive sampling method and randomly accommodated into experimental (18 people) and control groups (17 people). The students in the experimental group received self-regulated learning strategies training in seven weeks in sevrn 90-minute sessions. The applied questionnaires included social competence Questionnaire (SCQ), academic resilience Questionnaire (ARQ) and learned helplessness Questionnaire (LHQ). The data from the study were analyzed through Analysis of variance with repeated measures via SPSS23 software. The results showed that self-regulated learning strategies training has significant effect on the social competence (F=59.16; Eta=0.64; P<0001) and academic resilience (F=67.94; Eta=0.67; P<0001) of students suffering from learned helplessness. According to the findings of the present study it can be concluded that self-regulated learning strategies training can be used as an efficient method to increase social competence and academic resilience of students suffering from learned helplessness through goal setting, time management and planning, behavioral self-motivation and cognitive self-motivation.