Growth Mindset - Part 2
Learning is a shared responsibility
As an educational & developmental psychologist, I support students’ access to equitable learning experiences. In an educational setting, such as school or university, this may entail advocacy support via reports or recommendations detailing an individual’s developmental and functional differences, developmentally appropriate practices, trauma informed supports, and resources to enhance learning. I may also represent students at stakeholder meetings, provide psycho-educational training into educational settings, and work as part of a multi-disciplinary team for continuity of care across settings.
The single biggest challenge an educational & developmental psychologist may face in an educational setting is when learning is perceived as the responsibility of the student. Why? Because this environment is more likely to view learning as passive, value conformity over difference, and may place emphasis on outcomes over processes. This learning environment is less likely to value relationship building and social-emotional development which are prerequisites to learning. Unfortunately this can place many learners, particularly those with neurodevelopmental differences, at a significant disadvantage. However, it can be detrimental to all students as it ignores a fundamental principle of teaching: learning is a shared responsibility.
When an educational setting acknowledges that all members of the school are learners, including teachers, something different happens; the responsibility for learning is shared. Teachers may reflect more on their own teaching practices and students may be encouraged to take an active role in their own learning. This may improve agency and autonomy for both students and teachers. When the responsibility for learning is shared, respect for each other is likely to improve, community is more likely to evolve, and a sense of connection and belonging may increase.
A learning landscape can be completely transformed when learning is viewed as a shared responsibility, when learning practices are developmentally appropriate, and when a ‘growth mind set’ is viewed from a systemic lens and not just as an individual student’s responsibility. So how can a learning environment promote a ‘growth mindset’ so as to benefit everyone?
In no particular order and definitely not exhaustive, here are my suggestions to promote a learning culture respectful to both student and teacher to promote a ‘growth mindset’:
Flexibility “How could we do this differently?”
Value differences “What might that look like for you?”
Invite curiosity “What do you think?”
Provide interest-based learning opportunities “What are you interested in?”
Undertake reflective practices “What could be done differently next time?”
Understand developmental processes “What is needed first?”
Emphasise collaborative experiences “What can I do to help you?”
De-emphasise competition “What do you think?”
Recognise effort over outcome “How do you feel?”
Prioritise relationships “What do you need?”
Focus on individual strengths “What are you good at?”
Belinda is a neurodivergent Educational & Developmental psychologist with extensive personal and professional experience supporting her own and other neurodivergent families to navigate the complexities of school, home, and the wider community to better understand and provide for neurodivergent learners.
If you want to learn more about how you can support your children with school, you can contact Badger’s Place to make an appointment. You can also read more about the services we offer, by following this link to our Services summary.
