Declining academic proficiency in mathematics is of concern as students transition from elementary to secondary school. Poor mathematical proficiency is often associated with high levels of math anxiety (MA), contributing to long-term disengagement and avoidance of mathematics, which arguably continues throughout people's lives (Luttenberger et al., 2018). Both the TNSB (2022) and the NCES (2023) reported that the United States is experiencing an unprecedented decline in math assessment scores among adolescents. As scores decline, so does students' perception of mathematics. This leaves students without a sense of belonging, leading to short-term consequences such as disengagement, disaffection, debilitating affect, and a poor sense of mathematical identity (Grootenboer & Marshman, 2016). However, short-term consequences often become long-term ones, leading students to disengage from mathematics courses and, consequently, from STEM careers (Grootenboer & Marshman, 2016). This matters because STEM careers are growing rapidly and offer both financial security and societal advancement (Collie et al., 2018; Fielding & Makar, 2008; Grootenboer & Marshman, 2016).