<![CDATA[Borderline Intellectual Functioning (BIF) in adolescents is often associated with difficulties in social functioning and the ability to provide adaptive emotional responses, which may affect their adjustment processes within the school environment. This study aimed to examine the effectiveness of Dialectical Behavior Therapy (DBT) in improving social relationships and emotional responses among junior high school students with BIF. This study employed a quantitative approach using a one-group pretest–posttest experimental design. Participants were junior high school students with BIF characteristics who received a skills-based DBT intervention consisting of mindfulness, emotion regulation, distress tolerance, and interpersonal effectiveness components. Data were collected using social relationship and emotional response instruments administered before and after the intervention. The data were analyzed using the Wilcoxon Signed-Rank Test to examine differences in scores before and after the intervention. The results showed a significant improvement in social relationships and emotional responses following the DBT intervention. These findings indicate that DBT has the potential to serve as a skills-based intervention approach that supports the improvement of psychosocial functioning among students with BIF through strengthening interpersonal abilities and developing more adaptive emotional responses. This study provides implications for the development of school-based psychological services aimed at supporting the mental health of adolescents with developmental needs.]]>
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