This study aims to determine and compare the impact of resilience education on the stress of mothers of educable mentally retarded children using teach-back method and SMS. The participants include 105 mothers with educable mentally retarded children who are divided into three groups, namely teach-back (group 1), SMS (group 2), and control (group 3). The samples meeting the inclusion criteria are selected using non-probability convenience sampling. The samples are then divided into three groups using block randomization. The inclusion criteria are as follows: full consciousness, no children with multiple disabilities, having a cellphone, consent to participate in the study, and signing the informed consent form. The exclusion criteria are as follows: blindness, deafness, dumbness, severe stuttering that leads to disconnection. The study population includes all mothers whose educable mentally retarded children study at a special school in Yasuj. The sample size consists of 105 mothers with educable mentally retarded children who are divided into three 35-member groups. Group 1 intervention: providing training for patients by the researcher using plain and understandable language and patients’ recounting the trained items after the intervention. Group 2 intervention: training how to send text messages through cellphone, and group 3 is the control group. Data are collected using the Connor-Davidson Resilience Scale (CD-RISC) and Abidin’s parental stress scale. The intervention will last for 3 months, and the outcomes of the study are the participants’ level of resilience and stress score.