ABSTRACT
Math anxiety and depression are pervasive challenges among students, casting shadows over their academic performance and overall well-being in the domain of mathematics education. This paper explores the transformative potential of Cognitive-Behavioral Interventions (CBIs) in addressing these emotional and cognitive obstacles. Through an extensive review of the literature, the study reveals the profound influence of CBIs on students’ cognitive restructuring, emotional regulation, and academic performance in mathematics. The paper outlines key implementation strategies and best practices, emphasizing the importance of individualized assessment, a supportive learning environment, and teacher training. Furthermore, it highlights the critical role of self-monitoring, self-regulation, and community involvement in successful CBI implementation. In a holistic perspective, this paper discusses the interconnectedness of mental health, emotional states, and mathematical achievement. It concludes by underscoring the pivotal role of CBIs in creating a nurturing and supportive mathematics education environment that enhances the learning experience and fosters academic success, particularly in Science, Technology, Engineering, and Mathematics (STEM) fields.