{"id":6949162,"date":"2026-09-27T07:15:04","date_gmt":"2026-09-27T12:15:04","guid":{"rendered":"https:\/\/www.learningandthebrain.com\/blog\/?p=6949162"},"modified":"2026-09-06T09:36:45","modified_gmt":"2026-09-06T14:36:45","slug":"growth-mindset-in-2026-from-beliefs-to-practices","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/growth-mindset-in-2026-from-beliefs-to-practices\/","title":{"rendered":"Growth Mindset in 2026: From Beliefs to Practices"},"content":{"rendered":"\n<p>For over a decade starting in 2006, <strong>growth mindset<\/strong> was ALL THE RAGE. Faculty PDs focused on the perils of a fixed mindset. Classroom posters championed growth mindset lingo. Carol Dweck was education&#8217;s Taylor Swift.<\/p>\n\n\n\n<p>The feisty backlash began in 2018, when Sisk and Burgoyne published <a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/0956797617739704\">two substantial meta-analyses<\/a>. Their conclusion, in a syllable, was: &#8220;meh.&#8221; When they looked at all mindset studies &#8212; not just the favorable ones &#8212; they reached two conclusions:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>On average, mindsets have a weak relationship with academic achievement, and<\/li>\n\n\n\n<li>On average, programs designed to foster growth mindsets have only small effects.<\/li>\n<\/ul>\n\n\n\n<p>The meta-debate has continued since 2018. Sisk and Burgoyne&#8217;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.<\/p>\n\n\n\n<p>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 &#8212; and think about &#8212; Mindset Theory in 2026.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Constants and Variables<\/h2>\n\n\n\n<p>My first finding: despite the post-meta-analysis skepticism, <em>everyone still knows about mindsets<\/em>. When I asked teachers to define &#8220;fixed and growth mindsets,&#8221; almost everyone had a solid answer.<\/p>\n\n\n\n<p>In fact, I heard some fun ways to redefine mindsets with the language of different disciplines.<\/p>\n\n\n\n<p>For example:<\/p>\n\n\n\n<p>Two math teachers said: &#8220;We think of mindsets as <strong>constants <\/strong>and <strong>variables<\/strong>. That is, a fixed mindset says that <em>ability = 3<\/em>; it can&#8217;t change. A growth mindset says that <em>ability = x<\/em>; it can change.&#8221;<\/p>\n\n\n\n<p>An engineering teacher said: &#8220;In my field, we have the concept of <strong>functional fixedness<\/strong>: the tendency to see an object limited to its original purpose. For example, a paper clip holds papers together. The opposite is <strong>functional flexibility<\/strong>: the habit of realizing that, say, a paper clip could be unbent and used as a mini hook. So, those concepts are like <em>fixed mindset <\/em>and <em>growth mindset<\/em>.&#8221;<\/p>\n\n\n\n<p>For fun, I tried to come up with an English teacher analog to this way of thinking. Perhaps a fixed mindset (roughly) resembles <strong>literal thinking<\/strong>: the fence is just a fence. On the other hand, a growth mindset (roughly) resembles <strong>symbolic thinking<\/strong>: a fence is the barrier that stands between the progagonist and the horizon (hope). I&#8217;m not sure this analog works, but it was an enjoyable mental exercise.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img decoding=\"async\" width=\"1024\" height=\"683\" src=\"https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2026\/09\/AdobeStock_2108888238-1024x683.jpeg\" alt=\"\" class=\"wp-image-6959039\" srcset=\"https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2026\/09\/AdobeStock_2108888238-1024x683.jpeg 1024w, https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2026\/09\/AdobeStock_2108888238-300x200.jpeg 300w, https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2026\/09\/AdobeStock_2108888238-768x512.jpeg 768w, https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2026\/09\/AdobeStock_2108888238-1536x1024.jpeg 1536w, https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2026\/09\/AdobeStock_2108888238-2048x1365.jpeg 2048w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<\/div>\n\n\n<p>My second finding: the most common use of mindset theory is &#8212; STILL &#8212; giving students a mindset talk, and\/or putting a mindset poster on the wall.<\/p>\n\n\n\n<p>This discovery struck me as especially glum. When I teach students the definition of a sonnet, I don&#8217;t tell them once and assume they know it. We practice <em>for weeks<\/em>. If I want my students to change something as profound as their <strong>beliefs about human ability<\/strong>, surely we need to reinforce that conversation throughout the year. A talk and a poster simply won&#8217;t get the job done.<\/p>\n\n\n\n<p>If we believe in mindset theory, we need better strategies to foster a growth mindset climate.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Unacknowledged Hurdles<\/h2>\n\n\n\n<p>Discovery number three is in fact <em>rediscovery<\/em> number three: <strong>grades get in the way<\/strong>.<\/p>\n\n\n\n<p>That is: all the uplifting talk about &#8220;process praise&#8221; and &#8220;the power of yet&#8221; and &#8220;creating a culture of error&#8221; sounds lovely. But students and families who care about school typically measure success with grades. In Dweck&#8217;s framework, grades can prompt students to adopt &#8220;performance goals.&#8221; Growth mindset champions prefer that students adopt &#8220;learning goals,&#8221; focusing more on curiosity and improvement than a fixed number or letter.<\/p>\n\n\n\n<p>I should be clear that the relationship between grades and mindset is theoretical and plausible &#8212; but surprisingly understudied. We have a little research here, but not enough to reach persuasive conclusions.<\/p>\n\n\n\n<p>The teachers I spoke with, however, were emphatic on this point: <\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>&#8220;I can tell my students that &#8216;mistakes and failure are a normal part of learning&#8217; &#8212; that&#8217;s a very growth mindset message. But if I&#8217;m required to <em>grade <\/em>the homework with those mistakes and <em>record those failures <\/em>in the grade-book, the growth mindset message gets lost in the student&#8217;s frustration and the parents&#8217; disappointment.&#8221;<\/p>\n<\/blockquote>\n\n\n\n<p>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.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">An Under-explored Direction<\/h2>\n\n\n\n<p>In contrast to these downbeat insights, discovery #4 generated real enthusiasm.<\/p>\n\n\n\n<p>Most teachers have heard of the &#8220;yet&#8221; strategy. When a student says to me &#8220;I just can&#8217;t do this,&#8221; I respond &#8220;Well, you can&#8217;t do it <em>yet<\/em>.&#8221; This response acknowledges the unpleasant present (the student <em>can&#8217;t<\/em> do it), but holds onto the growth-mindset-y possibility for a better future.<\/p>\n\n\n\n<p>This approach is so popular that it has its own <a href=\"https:\/\/www.youtube.com\/watch?v=XLeUvZvuvAs\">Sesame Street song<\/a>.<\/p>\n\n\n\n<p>From my perspective, however, it lacks a key sentence. The better answer sounds like this:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>&#8220;Well, you can&#8217;t do it <em>yet<\/em>. And <em>here&#8217;s how we&#8217;re going to get you there<\/em>&#8230;&#8221;<\/p>\n<\/blockquote>\n\n\n\n<p>This &#8220;yet plus&#8221; strategy replaces a vague hope with a concrete strategy: a viable route toward improvement.<\/p>\n\n\n\n<p>One of the schools where I talked about mindset has an informal slogan: &#8220;High Standards, High Support.&#8221; I think that slogan captures a &#8220;yet plus&#8221; perspective admirably. My job as the teacher is BOTH to hold students to the standard AND to help them meet it. If they can&#8217;t do it yet (high standard), I&#8217;ll be as clear as possible about what to do next (high support).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The Big Picture<\/h2>\n\n\n\n<p>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:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>A focus on mindset will not dramatically change schools and students<\/li>\n\n\n\n<li>A focus on mindset might help some students in some parts of their school life.<\/li>\n\n\n\n<li>Several mindset interventions are free, and don&#8217;t take much time.<\/li>\n\n\n\n<li>Rather than focus on posters, schools should rethink policies (like grading) and habits (like &#8220;yet plus&#8221;) that create the real possibility of improvement.<\/li>\n<\/ol>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity is-style-wide\"\/>\n\n\n\n<p>Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., &amp; Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses.&nbsp;<em>Psychological science<\/em>,&nbsp;<em>29<\/em>(4), 549-571.<\/p>\n\n\n\n<p><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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&#8217;s Taylor Swift. The feisty backlash began in 2018, when Sisk and Burgoyne published two substantial meta-analyses. Their conclusion, in a syllable, was: [&hellip;]<\/p>\n","protected":false},"author":18,"featured_media":6959039,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[20],"class_list":["post-6949162","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lb-blog","tag-mindset"],"_links":{"self":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/6949162","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/comments?post=6949162"}],"version-history":[{"count":13,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/6949162\/revisions"}],"predecessor-version":[{"id":6961248,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/6949162\/revisions\/6961248"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/media\/6959039"}],"wp:attachment":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/media?parent=6949162"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/categories?post=6949162"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/tags?post=6949162"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}