Building Learning Power: Growth Mindset and an Ethic of Excellence
The importance of resilience in education... and elsewhere!
Resilience has become one of the most valuable attributes that schools can nurture in young people. In a world characterised by rapid change, uncertainty, and challenge, the ability to recover from setbacks, embrace feedback, and persevere is central to success both within and beyond the classroom. At Rossall, our ethos of shaping lives and inspiring excellence is underpinned by the conviction that resilience is not innate, but a quality that can be cultivated through deliberate practice, thoughtful teaching, and strong role modelling.
American psychologist and researcher Carol Dweck’s influential theory of motivation identifies the distinction between a fixed mindset and a growth mindset. Pupils with a fixed mindset view ability as something static – you are either ‘good at maths’ or you are not. By contrast, those with a growth mindset believe that success comes from effort, strategies, and persistence.
Crucially, research has shown that growth mindset pupils perform significantly better when faced with difficulty . At Rossall, we encourage pupils to see mistakes not as failures, but as stepping stones to mastery, an approach reinforced by our ReACT Marking & Feedback Policy which frames progress as part of an ongoing learning journey .
Ron Berger’s Ethic of Excellence complements this mindset. His famous account of “Austin’s Butterfly” illustrates how iterative feedback and revision can transform the quality of student work. In this example, a young student’s simple first drawing of a butterfly is transformed into a detailed, lifelike sketch after several rounds of kind, specific, and helpful peer feedback. The process shows the power of iterative revision and constructive critique in helping pupils realise that excellence is achievable through persistence and guidance Berger argues that “once a student sees that he or she is capable of excellence, they are never quite the same”. Embedding this ethos helps pupils to internalise high expectations and discover the resilience needed to persist until their work meets the highest standard.
Teachers play a critical role in modelling resilience. A teacher who approaches challenges with optimism, demonstrates how to learn from mistakes, and manages emotions calmly, provides a powerful example to pupils. As one of my Rossall colleagues reflected: “I show the children that it is good to think hard and that mistakes are part of learning.” By modelling empathy, inclusivity, and perseverance, we signal to pupils that setbacks are normal and that courage lies in persistence. Supporting resilience in our classrooms requires both structure and sensitivity.
Practical strategies include:
Resilience Mantras: Simple affirmations, especially with younger children, such as “big feelings will pass” or “asking for help is a strength, not a weakness” help to normalise emotional challenges.
Consolidation and Rehearsal: Giving pupils multiple opportunities to revisit and practise knowledge builds confidence and reduces anxiety - a cornerstone of our ReACT marking and feedback processes.
Feedback Loops: Short cycles of feedback allow pupils to see improvement quickly, fostering a sense of agency and growth.
Safe Spaces for Risk-Taking: Whether in academic work, sports, or the arts - enable pupils to thrive when they feel supported in taking intellectual risks without fear of ridicule.
These practices align closely with Rossall’s holistic approach to education, which balances academic excellence with compassion and care. The Independent Schools Inspectorate (ISI) framework places pupil wellbeing – including resilience – at the heart of educational quality. Schools are judged not just on examination outcomes, but on how effectively they prepare young people for the challenges of life. In this regard, resilience is not simply an individual skill; it is a cultural expectation within schools. At Rossall, resilience is fostered daily – in the classroom, on the sports field, through music and drama, and in the everyday challenges of living together as part of a diverse community. It is the quiet strength that helps a Year 7 pupil face their first public performance, the determination that sees a Sixth Form IB student persist with an extended essay, and the kindness shown when a student supports a peer who is struggling.
Ultimately, resilience enables our pupils to flourish not because life will be free of difficulty, but because they will be equipped to meet it with courage, adaptability, and purpose.
Five Top Tips for Building Resilience at Home
Praise Effort, Not Just Results: Celebrate the process of learning - the revision, the practice, the persistence - as much as the outcome. This reinforces a growth mindset and helps children view setbacks as part of the progress.
Normalise Mistakes: Share your own experiences of getting things wrong and how you learned from them. This models resilience and teaches children that mistakes are growth opportunities.
Encourage Problem-Solving: When challenges arise, resist the urge to step in too quickly. Instead, guide your child to think through possible solutions, promoting independence and perseverance.
Promote Healthy Routines: Adequate sleep, balanced nutrition, and regular exercise all support emotional regulation and the capacity to cope with stress. Resilience grows when children feel strong in body as well as mind.
Use Those “Resilience Mantras”: Short, affirming phrases such as “I can try again” or “This feeling will pass” offer reassurance and provide children with practical tools to reframe challenges in a positive light.
Written by Mr David Clarke, Director of Professional Development
