Background: Philosophy programs can improve a broad range of students’ individual and social competencies. Aims: The current research was conducted to determine the effectiveness of philosophy for children program on academic incivility and academic engagement of sixth-graders in elementary schools in Borujen, a city in Chaharmahal and Bakhtiari province of Iran. Method: A pre-test/post-test control group design was performed in this quasi-experimental study. The population consisted of all male sixth-graders in elementary schools in Borujen city, of whom 40 subjects were selected through a random cluster sampling and randomly divided into experimental and control groups. The participants were then given the intervention program of philosophy for children (Cam, 2001) for ten 60-minute sessions. The research tools included Clark et al (2015) the academic incivility questionnaire and the Reeve academic engagement questionnaire (2013). Data analysis was performed using a multivariate analysis of covariance. Results: It was observed that the philosophy for children program significantly decreased academic incivility and increased academic engagement of the sixth graders (p< 0/001). Conclusions: Such finding suggest that implication of philosophy for children program in educational settings can positively influence the academic engagement and academic incivility