This Will Improve Academic Performance – But Our Schools Are Getting It Wrong.

An abundance of research has consistently demonstrated that a growth mindset – the belief that intelligence, ability and performance can all be improved with effort – will improve academic performance. The research is compelling.

Increasingly however, our schools are streaming students based on academic ability, a practiced steeped in the idea that ability and intelligence are fixed, and one that has been proven to undermine academic achievement.

Research has clearly demonstrated the plasticity of the brain and the capacity of students to become smarter through hard word and challenge.

The communication to students that learning comes with effort and is a process that takes time is critical in facilitating a growth mindset. Just as important is the message that neither ability nor intelligence are fixed and can be altered with time and effort.

The most successful countries in the world have growth mindset beliefs at the core of their schooling, communicating to students that learning takes time, and that effort and application will eventually improve academic performance.

The ranking of education systems is based upon international tests and education data, including the OECD’s Pisa tests and two major studies, Trends in International Mathematics and Science Study, and Progess in International Reading Literacy Study.

In 2014 the top five education systems were (1) South Korea; (2) Japan; (3) Singapore; (4) Hong Kong; and (5) Finland. The UK was 6th, Canada 7th, with the US, Australia and New Zealand coming in at 14th, 15th and 16th respectively out of the 40 ranked.

Sir Michael Barber, Chief Education Advisor of Pearson who publish The Learning Curve (an internationally respected quantitative and qualitative analysis of educational systems), writes,

‘… some conclusions from The Learning Curve can clearly be reached. One is the continuing rise of a number of Pacific Asian countries, such as Singapore and Hong Kong, which combine effective education systems with a culture that prizes effort above inherited ‘smartness.’ (The Learning Curve, 2014 Report)

Many Asian countries base their education on the idea that learning and achievement are determined by effort, as opposed to the idea that ability and intelligence are fixed. In line with this, the process of streaming students according to their academic ability is considered undesirable, even unacceptable. In Japan, the practice of streaming is seen as promoting inequality, and raises concerns that grouping students according to ability undermines children’s self-image, socialisation and academic performance.

However, schools in other countries that score lower on international tests, such as the US and Australia, base their schooling practices around ideas that ability is fixed. Despite extensive research demonstrating the plasticity of the brain, many countries persist with streaming students based on ability and achievement, communicating to students the message that their ability is fixed. The resulting fixed mindset beliefs have been consistently shown to undermine opportunities and performance.

Jo Boaler, Professor of Mathematics Education at Stanford University, writes, ‘In one primary school I attended in England that placed students into different groups for mathematics in Year 1, one of the students simply told me that ‘all the clever students had gone into a different class now’.

Students are very much aware of academic streaming practices at whatever age they are and the message they draw is clear – some students are clever and some are not.

Which Students Are Most At Risk?

Dweck has found that the students who are most at risk of being damaged by fixed ability beliefs are high-achieving girls.

From an early age, these students have generally been praised for their work, with attention drawn to how clever or smart they are – messages that promote a fixed mindset. The problem is that as soon as these students fail at something, the conclusion they are at risk of reaching is that they are not so smart after all.

High achieving girls with the mindset that people are either smart or not, when placed in a high academic stream group or an extension group, often suffer from the idea that they need to maintain the image of being clever. This mindset can undermine their ability to cope with failure and make them challenge aversive.

There are a number of studies which have shown that when schools move away from academic streaming to mixed or heterogeneous grouping, achievement and participation improves significantly.

A study by the University of Oxford of 14,000 children in England from years 4 through to 6 compared those taught in groups according to academic ability, with those grouped heterogeneously over the period of a year. They found that academic grouping undermined the progress of students, and that those taught in the mixed group performed significantly better on tests of mathematical reasoning.

According to Boaler the abundance of evidence internationally indicates clearly that academic streaming impedes the achievement of students in low and middle groups and does not improve the achievement of students in the higher groups.

A growth mindset, as opposed to a fixed mindset, has repeatedly been demonstrated to enhance academic performance. Currently, the subtle messages that are descending from an education system which streams according to academic ability at the time of testing, serve to reinforce a fixed idea of intelligence and ability. The undeniable effect of this is to undermine academic learning, effort and performance.

In order to ensure our children and adolescents are provided with every opportunity possible to reach their fullest potential, the message that needs to be delivered with unwavering confidence is that achievement and intelligence depend on effort, and that students have the capacity to influence the outcome and improve academic performance.  

For information on how to develop and nurture a growth mindset in children and adolescents, see here.

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Today was an ending and a beginning. My darling girl finished year 12. The final year at school is tough enough, but this year was seismic. Our teens have moved through this year with the most outstanding courage and grace and strength, and now it is time for them to rest and play. My gosh they deserve it. 

It is true that this is a time of celebration, but it can also be an intense time of self-reflection for our teens. (I can remember the same feelings when my gorgeous boy finished so many years ago!) My daughter has described it as, ‘I feel as though I’ve outgrown myself but my new self isn’t ready yet.’ This just makes so much sense. 

There is a beautifully fertile void that is waiting for whatever comes next for each of them, but that void is still a void. At different times it might feel exciting, overwhelming, or brutal in its emptiness.

We also have to remember that this is a time of letting go, and there might be grief that comes with that. Before they can grab on to their next big adventure, they have to let go of the guard rails. This means gently adjusting their hold on the world they have known for the last 12+ years, with its places and routines and people that have felt like home on so many days. There will be redirects and shiftings, and through it all the things that need to stay will stay, and the things that need to adjust will adjust. 

To my darling girl, your loved incredible friends, and the teens who make our world what it is - you are the beautiful  thinkers, the big feelers, the creators, the change makers, and the ones who will craft and grow a better world. However you might feel now, the lights are waiting to shine for you and because of you. The world beyond school is opening its arms to you. That opening might happen quickly, or gently, or smoothly or chaotically, but it will happen. This world needs every one of you - your voices, your spirits, your fire, your softness, your strength and your power. You are world-ready, and we are so glad you are here xxx
When our kids or teens are in high emotion, their words might sound anxious, angry, inconsolable, jealous, defiant. As messy as the words might be, they have a good reason for being there. Big feelings surge as a way to influence the environment to meet a need. Of course, sometimes the fallout from this can be nuclear.
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Wherever there is a big emotion, there will always be an important need behind it - safety, comfort, attention, food, rest, connection. The need will always be valid, even if the way they’re going about meeting it is a little rough. As with so many difficult parenting moments, there will be gold in the middle of the mess if we know where to look. 
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There will be times for shaping the behaviour into a healthier response, but in the middle of a big feeling is not one of those times. Big feelings are NOT a sign of dysfunction, bad kids or bad parenting. They are a part of being human, and they bring rich opportunities for wisdom, learning and growth. .
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Parenting isn’t about stopping the emotional storms, but about moving through the storm and reaching the other side in a way that preserves the opportunity for our kids and teens to learn and grow from the experience - and they will always learn best from experience. 
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To calm a big feeling, name what you see, ‘I can see you’re disappointed. I know how much you wanted that’, or, ‘I can see this feels big for you,’ or, ‘You’re angry at me about .. aren’t you. I understand that. I would be mad too if I had to […],’ or ‘It sounds like today has been a really hard day.’ 
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When we connect with the emotion, we help soothe the nervous system. The emotion has done its job, found support, and can start to ease. 
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When they ‘let go’ they’re letting us in on their deepest and most honest emotional selves. We don’t need to change that. What we need to do is meet them where they and gently guide them from there. When they feel seen and understood, their trust in us and their connection to us will deepen, opening the way for our influence.
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#parenthood #parenting #positiveparenting #parentingtips #childdevelopment #neuronurtured #anxiety #anxietyinchildren #childanxiety #motherhoodcommunity #parenti
When they are at that line, deciding whether to retreat to safety or move forward into brave, there will be a part of them that will know they have what it takes to be brave. It might be pale, or quiet, or a little tumbled by the noise from anxiety, but it will be there. And it will be magical. Our job as their flight crew is to clear the way for this magical part of them to rise. ‘I can see this feels scary for you - and I know you can do this.’ 
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 #mindfulparenting #neuronurtured #parentingteens #neurodevelopment #braindevelopment #positiveparenting #parenting #parenthood #childdevelopment #parentingtip #adolescence #positiveparentingtips #anxietyawareness #anxietyinchildren #childanxiety #parentingadvice #anxiety #parentingtips #motherhoodcommunity #anxietysupport #mentalhealth #heyawesome #heysigmund #heywarrior
When our kids or teens are struggling, it can be hard to know what they need. It can also be hard for them to say. It can be this way for all of us - we don't always know what we need from the people around us. It might be space, or distraction, or silence, or maybe acknowledging and being there is enough. Sometimes we might need to know that the people we love aren't taking our need for space, or our confusion or anger or sadness personally, and that they are still there within reach.
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What can be easier is thinking about what other people might need. Asking this when they are calm can invite a different perspective and can give you some insight into what they need to hear when they are going through similar. Don't worry if you just get a shrug, or a disheartened, 'I don't know'. They don't need to know, and neither do we. The question in itself might be enough to open a new way through any sense of 'stuckness' or helplessness they might be feeling.
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#parenthood #parenting #positiveparenting #parentingtips #childdevelopment #parentingadvice #parentingtip #mindfulparenting #positiveparentingtips #neurodevelopment #parentingteens
Give them space to talk but you don’t need to fix anything. You’ll want to, but the answers are in them, not us. Sometimes the answer will be to feel it out, or push for change, or feel the futility of it all so the feeling can let go, knowing it’s done it’s job - it’s recruited support, or raised awareness that something isn’t right.

Sometimes the feelings might be seismic but the words might be gone for a while. That’s okay too. Do they want to start with whatever words are there? Or talk about something else? Or go for a walk with you? Watch a movie with you? Or do a spontaneous, unnecessary drive thru with you just because you can - no words, no need to explain - just you and them and car music for the next 20 minutes. 

The more you can validate what they’re feeling (maybe, ‘Today was big for you wasn’t it’) and give them space to feel, the more they can feel the feeling, understand the need that’s fuelling it, and experiment with ways to deal with it. Sometimes, ‘dealing with it’ might mean acknowledging that there is something that feels big or important and a little out of reach right now, and feeling the fullness and futility of that. 

Part of building resilience is recognising that some days are rubbish, and that sometimes those days last for longer than they should, but we get through. First we feel floored, then we feel stuck, then we shift because the only choices we have we have are to stay down or move, even when moving hurts. Then, eventually we adjust - either ourselves, the problem, or to a new ‘is’. But the learning comes from experience.

I wish our kids never felt pain, but we don’t get to decide that. We don’t get to decide how our children grow, but we do get to decide how much space and support we give them for this growth. We can love them through it but we can’t love them out of it. I wish we could but we can’t.

So instead of feeling the need to silence their pain, make space for it. In the end we have no choice. Sometimes all the love in the world won’t be enough to put the wrong things right, but it can help them feel held while they move through the pain enough to find their out breath, and the strength that comes with that.♥️

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