The mindset myth actually seems to be growing in popularity, as even more “mindsets” continue to be added to the mix. These are examples of edu-jargon where the original theory dissipates into a variety of sub topics with very loose ties to the original meaning. The language for fixed and growth mindset is still used regularly amongst my colleagues, and can often be used as a bit of prod when someone appears to be “stuck” or inflexible. They are advised to try “having a growth mindset”. 

There are countless resources available for parents and educators to support children in developing their growth mindset. Walk through any elementary school and there is good chance you will see at least one bulletin board encouraging a growth mindset. 

Read the following article to understand how this neuromyth gained acclaim in the field of education:

Study finds that popular “growth mindset” educational interventions aren’t very effective

What’s interesting about this neuromyth is that the author of book is open to the criticism that her work has received. Carol Dweck, author of Mindset: The New Psychology of Success, has been open about the debate surrounding her assertions about fixed/growth mindsets. She acknowledges these concerns in the following article:

Growth mindset is on a firm foundation, but we’re still building the house

Learners who see the potential for success are more likely to persevere when they encounter challenges, as we learned in Design for Inclusion. Regardless of a learner’s mindset, it is our work as a designer to find a way to help each learner find success.