Summary Introduction The current study focused on building a training program based on social skills to reduce bullying among primary school students with learning disabilities who are victims of bullying. A built-in theoretical framework has been presented for previous research and studies for each of the study variables including the following elements: (the concept- the components- the interpreted theories- the influential factors). Accordingly, the following assumptions were formulated: - 1-There are statistically significant differences between the mean scores of the students of the experimental group and the students of the control group in the post-measurement of the social skills scale in favor of the experimental group. 2-There are statistically significant differences between the mean scores of the experimental group students in the pre and post measurements on the social skills scale in favor of the post measurement. 3-There are no statistically significant differences between the mean scores of the experimental group students in favor of the post and follow-up measurements on the social skills scale. 4- There are statistically significant differences between the mean scores of the students of the experimental group and the students of the control group in the post-measurement of the scale of bullying victims towards the students of the control group. 5- There are statistically significant differences between the mean scores of the experimental group students in the pre and post measurements on the bullying victims scale in the direction of the tribal measurement. 6-There are no statistically significant differences between the mean scores of the experimental group students in favor of the post and follow-up measurements on the bullying victims The sample of the study population was selected randomly and consisted of (35) students with victims of bullying pupils with learning disabilities to calculate the internal consistency, stability and validity of the study tools, while the final sample consisted of (14) students with victims of bullying pupils with learning disabilities in order to verify the validity of the hypotheses of the current study. To collect data, the following tools were used: 1. Scale of victims of bullying pupils with learning disabilities (prepared by Ashraf Abdel Qader, Ghada Shehata, Mona Ahmed). 2. 2. Scale of social skills for people with learning difficulties (prepared by Doaa Al-Khattab, 2020). 3. The rapid neurological scanning test (preparation and codification / Abdel-Wahhab Kamel, 2001). 4. Colored Progressive Matrices Test for different age groups, Raven (prepared and codified by Emad Ali, 2016). A variety of statistical methods have been used to describe the sample, verify the constancy and veracity of the study's tools and analyze their results, represented in: ـTest Mann-Whitney ـWilcoxon test. ـSPSS and LISREL 8.8 - The study's results can be summarized as follows: 1-There are statistically significant differences between the mean scores of the students of the experimental group and the students of the control group in the post-measurement of the social skills scale in favor of the experimental group. 2- There are statistically significant differences between the mean scores of the experimental group students in the pre and post measurements on the social skills scale in favor of the post measurement. 3- There are no statistically significant differences between the mean scores of the experimental group students in favor of the post and follow-up measurements on the social skills scale. 4-There are statistically significant differences between the mean scores of the students of the experimental group and the students of the control group in the post-measurement of the scale of bullying victims towards the students of the control group. 5- There are statistically significant differences between the mean scores of the experimental group students in the pre and post measurements on the bullying victims scale in the direction of the tribal measurement. 6- There are no statistically significant differences between the mean scores of the experimental group students in favor of the post and follow-up measurements on the bullying victims. Finally, the study's findings were interpreted and discussed in the light of the theoretical framework and previous studies, and a series of recommendations and proposed research were presented.