Abstract
This project addresses the need for structured implementation of growth mindset practices to support resilience among high school students with Specific Learning Disabilities (SLD), who often experience repeated academic challenges that contribute to fixed beliefs about their abilities, reduced motivation, and negative long-term outcomes. The sources of data for this project consisted of an extensive review of empirical literature, including peer-reviewed journal articles, meta-analyses, and longitudinal studies accessed through academic databases and supplementary sources identified through targeted keyword searches. Findings from the literature were synthesized to develop a research-based professional development presentation designed to help educators integrate growth mindset principles into classroom instruction, Individualized Education Programs (IEPs), and Multi-Tiered Systems of Support (MTSS). Conclusions drawn from this project indicate that while growth mindset interventions show promise in promoting resilience, persistence, and improved self-perception among students with SLD, there is a significant gap in structured, context-specific application within secondary special education settings; additionally, due to the project’s design as a resource development study, no empirical data were collected to evaluate effectiveness, limiting conclusions regarding impact on educator practice or student outcomes.