Student underachievement in math and social-emotional difficulties represent two urgent problems in our schools which have only been exacerbated since COVID-19. The reciprocal relationship between academic challenges and social-emotional problems, along with limited time and resources, suggest that a combined academic and growth mindset intervention may be an efficient strategy to simultaneously address both needs. The present study used a randomized multiple baseline design across three groups to compare the efficacy of a combined growth mindset and math intervention with and without goal-setting. Math skills and math self-efficacy were monitored throughout the intervention. Results and implications are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]