Students with learning disabilities at the secondary level struggle with failure and a diminished emotional capacity to learn. Research suggests that the cumulative effects from the discrepancy model of identification, Learned Helplessness, and learning anxiety may explain the long-standing gap between students with disabilities and their non-disabled peers at the secondary level. The rise of promising academic interventions will unlikely improve students with disabilities achievement until educators address both the emotional and academic to facilitate the student's learning processes. These four modules present a Growth Mindset framework attempting to reverse emotive trends that disincentivize students with learning disabilities in the learning process. Although learning is a multidimensional and very complex endeavor, this professional development series, using Knowles' Adult Learning Theory, creates opportunities for teachers to describe, reflect, and demonstrate how to use Growth Mindset in the classroom environment to overcome the compounding effects of Learned Helplessness, the discrepancy model of identification and learning anxiety for students with learning disabilities at the secondary level. [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.]