Objective: The present study aimed to examine the effectiveness of stress inoculation training on students’ academic buoyancy among students with academic stress. Method: The research employed an experimental design using a pretest–posttest with a control group. The study population consisted of all male tenth-grade students in the second cycle of secondary education in Ardabil city. From this population, using a cluster random sampling procedure, 40 students with academic stress were selected and randomly assigned to the experimental group (n=20) and the control group (n=20). Participants in the experimental group received eight sessions of stress inoculation training, while the control group participants continued with their usual routine. Data collection was conducted using the Academic Buoyancy Scale developed by Hossein Chari and Dehghani Zadeh (2012) and the Zajacova, Lynch & Espenshade Academic Stress Questionnaire (2005). Data were analyzed using one-way analysis of covariance (ANCOVA) in SPSS software. Results: The findings indicated that, in the posttest phase, students in the experimental group who experienced academic stress demonstrated significantly higher academic buoyancy than students in the control group. Accordingly, the research hypothesis asserting the effectiveness of stress inoculation training on the academic buoyancy of students with academic stress was supported. Conclusions: Therefore, it can be concluded that stress inoculation training is effective in increasing academic buoyancy among students with academic stress. Accordingly, stress inoculation training may be implemented in schools to enhance students’ academic buoyancy.