For over a decade starting in 2006, growth mindset was ALL THE RAGE. Faculty PDs focused on the perils of a fixed mindset. Classroom posters championed growth mindset lingo. Carol Dweck was education’s Taylor Swift.
The feisty backlash began in 2018, when Sisk and Burgoyne published two substantial meta-analyses. Their conclusion, in a syllable, was: “meh.” When they looked at all mindset studies — not just the favorable ones — they reached two conclusions:
- On average, mindsets have a weak relationship with academic achievement, and
- On average, programs designed to foster growth mindsets have only small effects.
The meta-debate has continued since 2018. Sisk and Burgoyne’s subsequent meta-analysis reached (broadly) the same conclusions, whereas other scholars worry that meta-analysis itself might hide the circumstances where growth mindsets could be most beneficial.
Although interest in mindset has (understandably) fallen off in recent years, I was invited to discuss the theory several times this fall. Given all the upheaval in this field, I was intrigued to learn what teachers know about — and think about — Mindset Theory in 2026.
Constants and Variables
My first finding: despite the post-meta-analysis skepticism, everyone still knows about mindsets. When I asked teachers to define “fixed and growth mindsets,” almost everyone had a solid answer.
In fact, I heard some fun ways to redefine mindsets with the language of different disciplines.
For example:
Two math teachers said: “We think of mindsets as constants and variables. That is, a fixed mindset says that ability = 3; it can’t change. A growth mindset says that ability = x; it can change.”
An engineering teacher said: “In my field, we have the concept of functional fixedness: the tendency to see an object limited to its original purpose. For example, a paper clip holds papers together. The opposite is functional flexibility: the habit of realizing that, say, a paper clip could be unbent and used as a mini hook. So, those concepts are like fixed mindset and growth mindset.”
For fun, I tried to come up with an English teacher analog to this way of thinking. Perhaps a fixed mindset (roughly) resembles literal thinking: the fence is just a fence. On the other hand, a growth mindset (roughly) resembles symbolic thinking: a fence is the barrier that stands between the progagonist and the horizon (hope). I’m not sure this analog works, but it was an enjoyable mental exercise.
My second finding: the most common use of mindset theory is — STILL — giving students a mindset talk, and/or putting a mindset poster on the wall.
This discovery struck me as especially glum. When I teach students the definition of a sonnet, I don’t tell them once and assume they know it. We practice for weeks. If I want my students to change something as profound as their beliefs about human ability, surely we need to reinforce that conversation throughout the year. A talk and a poster simply won’t get the job done.
If we believe in mindset theory, we need better strategies to foster a growth mindset climate.
Unacknowledged Hurdles
Discovery number three is in fact rediscovery number three: grades get in the way.
That is: all the uplifting talk about “process praise” and “the power of yet” and “creating a culture of error” sounds lovely. But students and families who care about school typically measure success with grades. In Dweck’s framework, grades can prompt students to adopt “performance goals.” Growth mindset champions prefer that students adopt “learning goals,” focusing more on curiosity and improvement than a fixed number or letter.
I should be clear that the relationship between grades and mindset is theoretical and plausible — but surprisingly understudied. We have a little research here, but not enough to reach persuasive conclusions.
The teachers I spoke with, however, were emphatic on this point:
“I can tell my students that ‘mistakes and failure are a normal part of learning’ — that’s a very growth mindset message. But if I’m required to grade the homework with those mistakes and record those failures in the grade-book, the growth mindset message gets lost in the student’s frustration and the parents’ disappointment.”
I myself wholeheartedly agree with this concern. For me, discoveries #2 and #3 add up to this advice: teachers and schools should spend less time on mindset presentations for students, and more time in conversations about grading policies.
An Under-explored Direction
In contrast to these downbeat insights, discovery #4 generated real enthusiasm.
Most teachers have heard of the “yet” strategy. When a student says to me “I just can’t do this,” I respond “Well, you can’t do it yet.” This response acknowledges the unpleasant present (the student can’t do it), but holds onto the growth-mindset-y possibility for a better future.
This approach is so popular that it has its own Sesame Street song.
From my perspective, however, it lacks a key sentence. The better answer sounds like this:
“Well, you can’t do it yet. And here’s how we’re going to get you there…”
This “yet plus” strategy replaces a vague hope with a concrete strategy: a viable route toward improvement.
One of the schools where I talked about mindset has an informal slogan: “High Standards, High Support.” I think that slogan captures a “yet plus” perspective admirably. My job as the teacher is BOTH to hold students to the standard AND to help them meet it. If they can’t do it yet (high standard), I’ll be as clear as possible about what to do next (high support).
The Big Picture
Like so many conversations in the world of education, the back-and-forth about mindset tends to extremes. I myself think we can aim for a low-key middle ground:
- A focus on mindset will not dramatically change schools and students
- A focus on mindset might help some students in some parts of their school life.
- Several mindset interventions are free, and don’t take much time.
- Rather than focus on posters, schools should rethink policies (like grading) and habits (like “yet plus”) that create the real possibility of improvement.
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological science, 29(4), 549-571.
