This dissertation examines the impact of school counseling small group interventions on at-risk first-time high school freshmen, focusing on their attitudes toward academic challenges and perceptions of noncognitive mindsets and behaviors. Utilizing a qualitative comparative case study methodology, the research explores the dynamics of a Fresh Start intervention implemented within a high school in South Carolina. The intervention targeted noncognitive skills development, which is critical for educational success but often overlooked in traditional academic settings. The study involved detailed pre- and post-intervention assessments, including attendance records, behavioral reports, academic grades, and self-reported changes in mindsets and behaviors. Findings suggest that while the intervention positively affected students' social skills and stress management, it had no direct impact on improving academic grades. However, participants exhibited enhanced self-awareness, accountability, and perseverance--key components contributing to long-term educational resilience. The research indicates the importance of integrating structured school counseling programs into the educational framework to support at-risk populations. It highlights the need for further studies, particularly longitudinal research, to track sustained impacts. This work contributes to the broader discussion on the role of school counseling in fostering environments conducive to academic and personal growth for at-risk students. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]