Objective: The present study aims to evaluate the effectiveness of social problem-solving in self-control, self-efficacy and impulsivity in students with addiction potential. Method: An experimental research design with pretest-posttest control group was employed for the conduct of this study. For this purpose, 50 high school students with addiction potential were identified from Meshkinshar high schools through Addiction Potential Scale and were randomly divided into control and experimental groups. Self-control, self-efficacy, and impulsivity scales were completed by students before and after social problem-solving training. The experimental group received eight training sessions of social problem-solving and the control group received no intervention. Results: The results showed that social problem-solving training leads to the increase of self-control and self-efficacy and the reduction of impulsivity in students with addiction potential. Conclusion: These results suggest the effectiveness of social problem-solving training in psychological variables among the individuals with addiction potential. Therefore, it is recommended that this training be used to prevent addiction in schools.