Growth Mindset

Becoming a growth mindset school – the book

My first book, Becoming a growth mindset school, is published by David Fulton for Routledge. Click here for more details.

I have written about becoming a growth mindset school in the following posts on this blog:

Many other posts refer to our growth mindset ethos and approach, and I have tagged them here: Growth Mindset Posts.

You can read my article about Becoming a growth mindset school on page 2 of the SSAT journal here and in ASCL’s Leader magazine here.

Growth Mindset is the brainchild of Carol Dweck. Visit her Mindset site here or read her book, Mindset, to find out more.

I have been inspired by several other teachers, leaders and schools who are already on a Growth Mindset journey. The following blogs may help:

14 thoughts on “Growth Mindset

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  8. I am finding this so exciting and really interesting reading. I have ordered my copy of Mindset and will endeavour to research it further.

    Examples given above seem to be in Secondary/ High Schools in the main. Do you think younger learners are not equipped to deal with these ideas? I think they are, but I just wondered what anyone else’s thoughts or experiences were.

    Get in touch.


    • Hi Angela, I absolutely think these ideas apply across all ages. The examples are from secondary as that is my context and my experience. However, I have done more work with primaries recently – perhaps another blog is needed‽!

  9. Hi. I too am also interested in how this would work in a Primary setting. I have been tasked with leading a Focus Group to research this ready for our SDP. I would love to hear about your work with Primaries if you are happy to share this.

    • Of course! It would be a pleasure. We actually have primary colleagues visiting Churchill Academy on the 14th October, and I am running a session in a primary school at the start of November, so there will be enough for a blog there – if I get a chance to write it! In essence, however, the approach to feedback and the use of language is no different for primary age children than it is for secondary. What I mean by that is: focus feedback on the process, not the product, giving praise for struggle, response to critique, progress, development, and learning something new. Don’t praise work – no matter how good it is – which didn’t require effort to produce. Linking feedback explicitly to intelligence or ability may be counter productive in the long term. This doesn’t change no matter the age of the student and this is the core of the growth mindset approach.
      Hope this helps.

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