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Case Study : How a Growth Mindset Flipped the Script on Student Effort

  • By : Rosemounts

This is the story of how a 6-week wellbeing program transformed the learning culture for a cohort of middle school students, leading to dramatic improvements in effort and behavior.

 

The Challenge: The “I Can’t” Epidemic

For many students in Grades 8–10, the belief that their abilities are fixed can be a major barrier to learning. Phrases like “I can’t do math” or “I’m just not good at this” lead to disengagement, frustration, and a reluctance to take on challenges. This “fixed mindset” was manifesting in incomplete homework and an increase in classroom behavioral issues. The school needed a proactive intervention to shift the focus from innate talent to the power of effort and perseverance.

 

The Process: The 6-Week Growth Mindset Project (GMP)

A cohort of Grade 8–10 students participated in the Growth Mindset Project (GMP), an intensive 6-week program designed to reframe their relationship with learning. The intervention was built on a few key components:

  • Interactive Workshops: Students learned the science behind brain plasticity and the core concept that intelligence is not fixed but can be developed over time.
  • Reflection Journals: Each student used a journal to track their own thinking, identify fixed-mindset triggers, and practice reframing challenges as opportunities for growth.
  • Parent Session: A dedicated session was held to bring parents into the conversation, equipping them with the language and strategies to foster a growth mindset at home.

 

The Transformation: A Measurable Shift in Culture

The results of the GMP were not just felt; they were measured. Within the 6-week period, the school recorded a 21% increase in homework completion and a significant 28% decrease in behavior referrals among the participating students. These numbers represent a profound cultural shift.

The program empowered students to take ownership of their learning and view challenges not as roadblocks, but as part of the process.

The change was best summarized by the Teacher Lead: “Students started saying ‘not yet’ instead of ‘I can’t’.”