The study examines the effects of Multidimensional Intervention (MI) on cognitive engagement and mastery goal orientation among secondary school students in the context of community violence in Nigeria. The study specifically tested the effectiveness of MI in enhancing cognitive engagement and mastery goal orientation of secondary school students. A quasi-experimental (non-equivalent pre-test-post-test control group) research design was used on 56 of the 465 junior secondary three students from Government Secondary Schools in Mangu Local Government Area, Plateau State Nigeria (male = 45.5%; female = 54.5%; mean age = 16.7 years). The selection was done using multistage sampling technique. Cognitive Engagement and Mastery Goal Orientation Questionnaire (CEMGOQ, α = 0.88) was used to gather data. Analysis was done using descriptive statistics (percentage, mean, and standard deviation) and analysis of covariance (ANCOVA). The findings indicated that students had low level of cognitive engagement (very small effect size of ƞ2 = 0.000) and mastery goal orientation (very small effect size of ƞ2 = 0.005) at baseline and both cognitive engagement and mastery goal orientation significantly enhanced due to MI, especially when the pre-test effect was controlled [F(1, 53) = 1084.76, p = 0.000 and F(1, 53) = 818.09, p = 0.000 respectively]. The study concluded that MI is an effective intervention for promoting cognitive engagement and mastery goal orientation among secondary school students. The study recommended that students, teachers, school administrators, and the government should focus on improving cognitive engagement and mastery goal orientation among secondary school students through the use and practice of MI.