Abstract
Developing a growth mindset has been shown to improve academic performance. The goal of this practitioner research study was to help urban high school students ( N = 69) challenged by poor grades, poor attendance, and poor graduation rates change their beliefs about their own potential. Results indicated that the intervention increased growth mindset scores of students in the treatment group but did not improve core grade point average. The authors discuss implications for school counseling practice and recommendations for future research.
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