As the new school year begins, it’s the perfect time to reflect on how our words and actions as parents and educators can profoundly impact a child’s academic journey. One concept that is especially powerful in this regard is the idea of a growth mindset—the belief that abilities and intelligence can be developed through dedication and hard work. This mindset not only fosters a love for learning but also builds resilience in the face of challenges. And the best part? It starts at home, is nurtured at school, and can inspire success throughout a child’s life.
What is a Growth Mindset?
A growth mindset, a term coined by psychologist Carol Dweck, is the understanding that talents and abilities can be developed through effort, good strategies, and help from others. In contrast, a fixed mindset is the belief that these traits are innate and unchangeable. For students, embracing a growth mindset can transform their approach to learning. Instead of giving up when they encounter difficulties, they learn to view challenges as opportunities for growth. This shift in perspective can lead to improvements not only in academic performance but also in overall well-being and self-esteem.
Research has shown that students with a growth mindset perform better, handle setbacks more effectively, and are more likely to persist through challenges. The belief that they can improve with effort encourages them to try harder, push through obstacles, and ultimately achieve more than they thought possible.
The Role of Parents and Teachers
The development of a growth mindset starts at home and is reinforced at school. As parents, the way we talk to our children about their abilities can either encourage a growth mindset or contribute to a fixed one. For example, instead of saying, “You’re so smart,” we can say, “You worked really hard on that, and it paid off!” This subtle shift in language emphasizes effort over innate ability, encouraging children to keep trying even when things get tough.
Teachers also play a crucial role in fostering a growth mindset. By providing constructive feedback, celebrating effort, and encouraging students to view mistakes as learning opportunities, teachers can help students develop resilience and a love for learning. However, the messages children receive at home can either support or undermine these efforts.
It’s important to note that these suggestions don’t apply to situations involving IEPs, 504 plans, or behavior challenges—teachers absolutely need to be aware of these to best support your child’s success.
A Cautionary Tale: The Power of Negative Labels
I once had a student in seventh grade who struggled with reading and writing. From the very beginning, his mother mentioned how much he disliked these subjects. Naturally, throughout the year, he didn’t perform well in these areas. The narrative he had internalized was that reading and writing were simply “not his thing.”
There were moments when he got excited about a topic or a story idea. But as soon as he hit a roadblock, he would become incredibly frustrated and start to shut down. Before I could step in to offer support and encouragement, his mother would remind both of us that he hated writing and found it too challenging. It was disheartening to see how much this mindset prevented him from giving it a real shot. There are so many types of reading mediums and writing styles out there, to decide he disliked them all, just wasn’t true.
Despite being in seventh grade and having written before, his belief that he was “bad” at writing became a self-fulfilling prophecy. He was defeated before he even began because he truly thought he would never be able to succeed.
Setting the Tone for a New School Year
This brings me back to the importance of how we, as parents, frame our children’s abilities from the very beginning of the school year—especially during parent-teacher conferences. It’s crucial to be mindful of how we discuss our child’s challenges, without setting limitations on their potential by labeling them as “not good at” reading or writing, particularly in front of their teachers or, even more importantly, in front of them.
When we walk into those parent-teacher conferences, it’s essential to approach the conversation with an open mind. Instead of saying, “My child just doesn’t like writing,” try framing it as, “My child has struggled with writing in the past, but we’re hoping this year can be an opportunity to explore different types of writing and discover what they enjoy.” This small shift sets the tone for a year of possibilities rather than limitations.
We can all make mistakes when it comes to how we talk about our children’s abilities—it’s a learning process for us as much as it is for them. The goal here is to be aware of the impact our words can have and to work towards fostering a positive, growth-oriented mindset. After all, imagine if every influential adult in your life had told you that you could do anything—where might you be today?
Encouraging Exploration and Discovery
Remember, writing and reading are not one-size-fits-all skills. Just because a child hasn’t found joy in them yet doesn’t mean they never will. Perhaps they haven’t encountered the right genre, the right topic, or the right way to express themselves. By approaching the new school year with a growth mindset, we give our children the space to explore, struggle, and eventually find their voice.
Let’s make this school year an opportunity for new beginnings. Instead of defining our children by what they have struggled with in the past, let’s encourage them to see challenges as opportunities to grow. Together, as parents and teachers, we can inspire a love of learning that will carry them through the school year and beyond.
