The PISA 2022 evidence suggests that having a growth mindset is related to positive learning outcomes. However, this positive relationship is clearest among students performing at middle proficiency levels, where belief in improvement aligns with tangible opportunities for progress. For lower-performing students, by contrast, the relationship is often weaker or inconsistent, highlighting the need for learning environments that pair challenge with guidance, and belief in oneself and one’s ability to improve with real chances to succeed.
From a policy perspective, these results point to the value of integrated approaches. Encouragement is perhaps most meaningful when accompanied by combinations of other beliefs, learning behaviours and academic support, as well as school culture, since teaching a growth mindset alone cannot be assumed to improve educational outcomes for all students. Systems that provide equal learning opportunities, and that integrate challenge, agency and support within daily learning practices, are best positioned to ensure that all students – not only those already thriving – develop the resilience and motivation needed to keep learning and adapting.
