Mindset interventions have gained traction in recent years because they’re intuitive and marketable. The idea that confidence facilitates success is accessible and, as a result, it is incorporated into many programs designed to support students. Unfortunately, programs advertised to promote a growth mindset in students are often poorly developed, ineffective, or lack empirical support.
The notion that a growth mindset is enough to inspire success in students is also problematic, in that it disregards powerful circumstantial features of students’ in-school experiences, such as nutrition, poverty, instructional quality, psychosocial stress, external pressures, abuse, etc. Although future research may serve to disentangle the components of certain growth mindset programs that are effective and help to eliminate pieces that are not, perhaps the abundant resources devoted to growth mindset program development and research would be more appropriately applied to other efforts to improve in-school instructional quality and social-emotional supports.